Abstract
This paper examines how Finnish teacher education has altered from The Second World War to the present. Our approach is historical and chronological, although our analysis is based on sociological descriptions. We have concentrated on the turning points of primary school teacher education in relation to societal and education policy changes. In our analysis, we probe how teachers’ duties and images have been presented in teacher education documents in different times. We argue that the ideal teacher has changed dramatically. Teacher education, in turn, is in situation, which is challenging and even contradictory. It has to follow current education policy and at the same time to convince the academic world that it is academically strong and autonomous not forgetting the educational needs of prospective teachers.
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