Abstract
ABSTRACTThere are many similarities between the Nordic countries of Sweden and Finland, but they have made different decisions regarding their teacher-education policies. This article focuses on how the objectives of teacher education, particularly the vision of the ideal teacher, have changed in Sweden and Finland in the period after the Second World War. In Finland, the period since the 1960s can be described as a gradual scientification of teacher education. The image of the ideal teacher has transformed according to a research-based agenda, where teachers are expected to conduct minor-scale research in the classroom. In Sweden since the 1980s, on the other hand, teacher education has oscillated between progressivist and academic orientations, following shifts in government between the Social Democratic Party and the centre-right. Since the turn of the millennium, however, a consensus in favour of a strengthened research base of teacher education has also emerged in Sweden.
Highlights
What is a good teacher education? This question has long been relevant, since teacher education programmes around the world have had – and continue to have – varied characters in terms of content, design, length, relationship between school practices, and subject theory
What is considered a good teacher education depends on the views of what is a good teacher
Teacher education was modernised in both countries, but in different ways and with different views on the ideal teacher
Summary
What is a good teacher education? This question has long been relevant, since teacher education programmes around the world have had – and continue to have – varied characters in terms of content, design, length, relationship between school practices, and subject theory. Proponents of this orientation believe that education science is the key to developing student teachers’ teaching abilities, and thereby actual teaching practices in schools According to this orientation, the ideal teacher is a research-based educationalist. Progressivist aspirations can be expressed in different ways: by changing the content of teaching in schools, thereby introducing new subjects into the teacher education curricula, or by shifting emphasis from knowledge to core values such as democracy This orientation often appears together with the orientation of educational sciences, since it entails a focus on developing new teaching methods based on pedagogy and psychology. The report that prepared the 2011 reform strengthened vocational training through improved school-based practice. the research base of teacher education was once again investigated and found to be problematic.
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