Comparing Finnish and Chinese national teacher education frameworks from the teacher competency perspective

Abstract

ABSTRACT Finnish and Chinese teacher education have gained worldwide attention because of their pupils’ significant achievements in international assessments. Focusing on the manifestations of teacher competencies in the respective teacher education frameworks, this article compares Finnish and Chinese teacher education and their curricular traditions. The mixed-method analysis of the two national frameworks draws attention to significant differences and similarities. Due to particular cultural contexts, while the Chinese Framework emphasises ethics, student management, and assessment competencies, Finnish teacher education focuses comparatively more on adaptive teaching, innovation, and partnering. The competencies of subject matters, pedagogy and subject didactics, teaching technologies, communication, multidisciplinarity, reflection and inquiry, and professional development are emphasised in both countries. This article provides insights into manifestations of teacher competencies in the context of hybrid curriculum traditions in Finland and China through adapting and applying an international framework, offering alternative perspectives on quality teacher education beyond Anglo-American approaches.