Sammanfattning

Aiming at constructive criticism, this article analyses the historical development of Finnish teacher education from the perspective of decontextualisation. The article suggests that essential contexts for teacher education are daily schooling, the historically constructed structures of school, and finally the whole society. The results indicate that as an unintended consequence of the academisation of Finnish teacher education, the socio-historical context of teaching and learning has narrowed, and ties between educational theory and practical schooling have loosened. This may hinder the good intentions underpinning the Finnish teacher education system and produce a discourse that unreflectively silences the complexity of education.
Originalspråkengelska
Artikelnummer102053
TidskriftInternational Journal of Educational Research
Volym116
Antal sidor10
ISSN0883-0355
DOI
StatusPublicerad - 19 sep. 2022
MoE-publikationstypA1 Tidskriftsartikel-refererad

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