Teaching Educational Psychology in an International Setting: Exploring the Finnish Education System

Tim Pressley

doi:10.5539/ies.v13n7p20

Abstract

The emphasis of this paper is on the importance of teaching teacher preparation courses, specifically educational psychology, through a study abroad trip to Finland. This experience allowed American preservice teachers to see theories applied in an international setting while also allowing preservice teachers to compare the United States education system to the Finnish educational system. The current study includes sixteen female, preservice teachers&rsquo; perceptions of the trip. Development of the activities abroad occurred with a Finnish university and included multiple school visits, panel discussions, and guest lectures. These experiences allowed for full immersion in the Finnish education system. The data include observations, student papers, and student survey responses, which present changes in students&rsquo; views of education, views of the Finnish education system, and the application of theories in a real-world setting. This experience not only provided preservice teachers with an opportunity to see one of the best educational systems in the world but also pushed the preservice teachers to rethink how teaching and learning can look in a classroom.

Highlights

Over the last several decades, the United States has worked to catch up to the rest of the world in terms of educational product
This study looked at the influence of an international study abroad trip on American preservice teachers’ views of education and the advantages of including an international field experience in an educational psychology course
This study looked to add to the field experience literature and the study abroad literature as it focused on a unique study abroad trip to Finland

Summary

Introduction

Over the last several decades, the United States has worked to catch up to the rest of the world in terms of educational product. The United States implemented countless regulations and policies in order to develop a high-quality educational product for all students. These policies included mandated standardized tests and highly qualified teachers (U.S Department of Education, 2001; NCLB), implementation of universal curriculum (U.S Department of Education, 2011; RTTT), and the most recent policy, which gives states more autonomy with public education (U.S Department of Education, 2015; ESSA). The United States implemented these policies with the goal of supporting low-performing schools and student learning for all students. These reforms have created little to no change and the United States has consistently struggled to move up the international rankings compared to other countries (PISA, 2016). This study looked at the influence of an international study abroad trip on American preservice teachers’ views of education and the advantages of including an international field experience in an educational psychology course

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