Abstract
The successes of the Finnish approach in teacher preparation and related school practices and policies are discussed. A narrative literature review methodology is used to determine the key policy underpinnings, program designs and methods, and other essential elements related to teacher preparation in various countries. An international perspective is used, focusing primarily on Finland, but also considers the island city-state of Singapore, and the United States. Following this, the success of teacher preparation in the United States is discussed using case study research of seven exemplary university/college programs including one Texas university. Finally, recommendations for teacher preparation programs are posited based on Stoll and Fink’s typology of effective schools/programs identifying “moving” and “sinking” strategies and approaches in teacher preparation programs.
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