Teachers’ professional knowledge in Finnish secondary teacher education

    Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

    Sammanfattning

    The Finnish teacher education programmes are aiming to support student teachers in constructing a solid knowledge base and the potential to apply such knowledge in their work. Furthermore, all student teachers are to gain a competence for continuous professional development, e.g., consuming theoretical educational knowledge in their work. As an example, the pedagogical studies of pre-service physics teachers are analysed from the viewpoint of support for knowledge building. The theoretical framework of this analysis is based on two facets related to teacher knowledge: the domains and the origin of teacher knowledge. The division of teacher knowledge domains into three main categories, content knowledge, pedagogical content knowledge and pedagogical knowledge, is based on the work of Shulman. An additional view, that of the teacher as a consumer and producer of educational research is added to the model. Based on the analysis, the research-based teacher education programme provides both contents and activities that support the formation of the different knowledge fields needed for acting as a teacher. The research orientation and reflective activities seem especially to play a special role in the programme.
    Originalspråkengelska
    Titel på gästpublikationProceedings of the International Conference on Teacher Education. International Conference on Trend of Teacher Education Development : International Conference on Trend of Teacher Education Development
    Antal sidor19
    UtgivningsortTaiChung
    FörlagNational Taichung University
    Utgivningsdatum2011
    Sidor41-59
    StatusPublicerad - 2011
    MoE-publikationstypA4 Artikel i en konferenspublikation
    Evenemang2011 International Conference on Trend of Teacher Education Development - TaiChung, Taiwan
    Varaktighet: 14 apr 201117 apr 2011

    Vetenskapsgrenar

    • 516 Pedagogik

    Citera det här

    Lavonen, J., & Krzywacki, H. (2011). Teachers’ professional knowledge in Finnish secondary teacher education. I Proceedings of the International Conference on Teacher Education. International Conference on Trend of Teacher Education Development: International Conference on Trend of Teacher Education Development (s. 41-59). TaiChung: National Taichung University.
    Lavonen, Jari ; Krzywacki, Heidi. / Teachers’ professional knowledge in Finnish secondary teacher education. Proceedings of the International Conference on Teacher Education. International Conference on Trend of Teacher Education Development: International Conference on Trend of Teacher Education Development . TaiChung : National Taichung University, 2011. s. 41-59
    @inproceedings{035d752e8b164e568c77cd40fd7e4293,
    title = "Teachers’ professional knowledge in Finnish secondary teacher education",
    abstract = "The Finnish teacher education programmes are aiming to support student teachers in constructing a solid knowledge base and the potential to apply such knowledge in their work. Furthermore, all student teachers are to gain a competence for continuous professional development, e.g., consuming theoretical educational knowledge in their work. As an example, the pedagogical studies of pre-service physics teachers are analysed from the viewpoint of support for knowledge building. The theoretical framework of this analysis is based on two facets related to teacher knowledge: the domains and the origin of teacher knowledge. The division of teacher knowledge domains into three main categories, content knowledge, pedagogical content knowledge and pedagogical knowledge, is based on the work of Shulman. An additional view, that of the teacher as a consumer and producer of educational research is added to the model. Based on the analysis, the research-based teacher education programme provides both contents and activities that support the formation of the different knowledge fields needed for acting as a teacher. The research orientation and reflective activities seem especially to play a special role in the programme.",
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    Lavonen, J & Krzywacki, H 2011, Teachers’ professional knowledge in Finnish secondary teacher education. i Proceedings of the International Conference on Teacher Education. International Conference on Trend of Teacher Education Development: International Conference on Trend of Teacher Education Development . National Taichung University, TaiChung, s. 41-59, 2011 International Conference on Trend of Teacher Education Development , TaiChung, Taiwan, 14/04/2011.

    Teachers’ professional knowledge in Finnish secondary teacher education. / Lavonen, Jari ; Krzywacki, Heidi.

    Proceedings of the International Conference on Teacher Education. International Conference on Trend of Teacher Education Development: International Conference on Trend of Teacher Education Development . TaiChung : National Taichung University, 2011. s. 41-59.

    Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKonferensbidragVetenskapligPeer review

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    Lavonen J, Krzywacki H. Teachers’ professional knowledge in Finnish secondary teacher education. I Proceedings of the International Conference on Teacher Education. International Conference on Trend of Teacher Education Development: International Conference on Trend of Teacher Education Development . TaiChung: National Taichung University. 2011. s. 41-59