Abstract
The aim of the study is to investigate student teachers’ views of the research-based teacher education in Finland. Data were collected at Abo Akademi University and at the end of the education 69 student teachers wrote essays about their views of having research studies and writing scientific theses. The essays were analysed in an inductive way and meaning categorization was used as the method of analysis. As a result of the analysis, three main aspects were identified: Students’ positive and negative views of as well as their alternatives to the research studies and the scientific thesis. According to the results, the research-based teacher education means a dilemma for the students. They understand it and they see the point with it, but at the same time they feel that it does not give them enough practical tools before entering the reality as a real teacher.
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