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      Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland

      research-article
      1 , *
      London Review of Education
      UCL Press
      Finland, PISA, teacher education, teacher autonomy, teacher agency, research, master’s degree

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          Abstract

          Finnish education has received worldwide attention due to the country’s performances in the Programme for International Student Assessment (PISA). Research investigating Finland’s positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. Finnish student teachers must undertake research-based teacher education culminating in a master’s degree. The study of educational science, underpinned by empirical research, creates teacher-researchers. A Nordic/Continental view of educational governance allows for input control in terms of a national core curriculum in Finland, without surveillance of outcomes. The structure of the Finnish education system, characterised by decentralisation and the national core curriculum, entrusts teachers to make their own pedagogical decisions. This leads to autonomous and agentic teachers in terms of decision-making on the classroom, school, and professional levels, both individually and collectively. Finnish education, underpinned by social democratic values, views education as an agent of social change. Therefore, teachers enact social transformation through the agency enabled by research-informed teacher education. Finland’s political consensus regarding education and societal trust in teachers further reinforces teacher autonomy and agency. This article argues that the rigorous research focus of Finnish teacher education cultivates autonomous and agentic teachers.

          Most cited references43

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          The role of beliefs in teacher agency

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            Teacher Agency

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              The Finnish miracle of PISA: historical and sociological remarks on teaching and teacher education

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                Author and article information

                Journal
                LRE
                London Review of Education
                Lond. Rev. Educ.
                UCL Press
                1474-8479
                29 March 2023
                : 21
                : 1
                : 13
                Affiliations
                [1 ]Lecturer (Teaching) in Early Years Education, IOE, UCL’s Faculty of Education and Society, London, UK
                Author notes
                [* ]Correspondence: j.chung@ 123456ucl.ac.uk
                Author information
                https://orcid.org/0000-0001-9425-4594
                Article
                LRE-21-13
                10.14324/LRE.21.1.13
                96fa73e4-c962-4bb5-9976-daf68279b601
                2023, Jennifer Chung.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.21.1.13.

                History
                : 29 June 2022
                : 25 January 2023
                Page count
                Pages: 11
                Categories
                Research article
                Custom metadata
                Chung, J. (2023) ‘Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland’. London Review of Education, 21 (1), 13. DOI: https://doi.org/10.14324/LRE.21.1.13.

                Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
                master’s degree,PISA,teacher education,research,Finland,teacher agency,teacher autonomy

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