What the assessment of learning outcomes in history and social sciences are telling about textbooks, teaching materials and methods that are used during the lessons? Implications for teacher professional development

In the Finish educational system the teachers have a large pedagogical autonomy, which is confirmed also in national Core Curricula for basic education (2004) and for upper secondary education (2003). In practice teachers’ are able to choose any working method or teaching material according to their pupils. According to recent survey 89 % per cent of the Finish principals and part-time and full-time teachers were deemed to be qualified to perform their tasks (Kumpulainen 2014, 33). Despite of the good level of teacher training, it seems that teachers’ are struggling between contradictory expectations. It seems that on the other hand teachers are expected to provide traditional knowledge and the other hand they are expected to use interactive methods, to guide students in the creative use of digital learning environments and e-learning materials.
In this paper the pupils’ and teachers’ belief of teaching and working methods and materials that are used during history and social sciences classes are investigated. Results are presented with the help of assessment of learning outcomes. As a part of assessment of learning outcomes both the pupils and teachers were asked also the question concerning teaching and working methods, textbooks and other learning materials. The system of assessment of learning outcomes is sample based. It means that the sample size is form 5% to 10% of the age group (Jakku-Sihvonen 2013, 24) which means from 4000 to 6000 pupils. The schools represent around 15 % of all the schools that give basic education in Finland (Ouakrim-Soivio 2013, 21). The results indicate that teachers need tools, such as in-service training, so they are able to develop skills and competences that are needed in future.