Finnish Teachers Research Articles

Counter from the cathedra: Democratic School Workers Association redefining teachers’ political agency in Finland 1973–1989

Finnish school teachers are unlike their colleagues in many countries, for their ethos and skills have traditionally formed the basis for a profession which has been very loyal to the state and to the changing educational ideologies of the government. Critical historical periods of wars and social revolutions have, however, produced – to a small degree – different kinds of tendencies. This article discusses the political agency of comprehensive and upper secondary school teachers by looking at a particular point of rupture in the Finnish “master narrative” of a neutral and impartial teacher image. As an example of a counter-narrative, the paper presents a small leftist teacher association called the Democratic School Workers Association (Demko) which existed between 1973 and 1989. Demko’s manifesto texts are analysed with the help of A.J. Greimas’ actantial model in order to find the possible kind of political agency that is constructed for teachers. The analysis shows a major change between the 1970s and 1980s. The early Demko narrative draws from the vocabulary of the neo-leftist student movement, inviting progressive teachers to join the “common struggle”. Demko aims at lobbying the more established political actors, whereas individual agency is shackled by the ideals of monolithicity and unanimity. In the 1980s, along with the fading of societal radicalism, Demko’s narrative evolves into a more polyphonic space for identity debates. Political agency is transferred from the collective to individuals who are supposed to critically reflect Demkoian ideals against their everyday praxis. All in all, Demkoian narrative is interpreted as having enriched the gamut of “possible discourses” in the era of the early Finnish comprehensive school. With its distinctively socio-political orientation, Demko tested the boundaries of the political agency of Finnish teachers.

The core of religious education: Finnish student teachers’ pedagogical aims

This article investigated the core of religious education (RE) by examining Finnish student teachers’ pedagogical aims in the context of Lutheran RE. The data consisted of essays (N=82) analysed in a deductive manner using the main concepts of the didactic triangle together with the aims of the Finnish National Core Curriculum. The student teachers identified familiarising oneself with one’s own and other religions in addition to growing ethically and understanding the religious dimension of life as the core goals of RE. By attaining these goals, pupils may also achieve the higher order aims of RE and cross-curricular goals of the curriculum. A teacher’s pedagogical and moral competence as well as expertise in subject matter was emphasised, and the pedagogical relation with students was also seen as important. A deeper understanding of pupils and the importance of a didactic relation in teaching were identified as pedagogical aims that need to be pursued further.

PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation

Finnish students’ success on all three content domains of each of the four cycles of the OECD’s Programme for International Student Assessment (PISA) has created much international interest. It has also prompted Finnish academics to offer systemic explanations typically linked to the structural qualities of Finnish schooling and teacher education. Less well-known has been the modest mathematics performance of Finnish grade 8 students on the two Trends in International Mathematics and Science Study (TIMSS) in which Finland has participated, which, when compared with its PISA successes, has created something of an enigma. In this paper, we attempt to shed light on this enigma through analyses of Finnish mathematics classroom practice that draw on two extant data sets—interviews with Finnish teacher educators and video-recordings of sequences of lessons taught on standard topics. Due to the international interest in Finnish PISA success, the analyses focus primarily on the resonance between classroom practice and the mathematical literacy component of the PISA assessment framework. The analyses indicate that Finnish mathematics didactics are more likely to explain the modest TIMSS achievements than PISA successes and allude to several factors thought to be unique to the Finns, which, unrelated to mathematics teaching practices, may be contributory to the repeated Finnish PISA successes. Some implications for policy-borrowing are discussed.

Family- and classroom-related factors and mother–kindergarten teacher trust in Estonia and Finland

This study examined the role of family-related (mother’s education, depressive symptoms and child’s gender) and kindergarten-related (teacher’s experience, teaching practices and class size) factors in mothers’ and teachers’ mutual trust in Estonia and Finland. Six hundred eighteen (206 Estonian and 412 Finnish) mothers of kindergarten children and their teachers (26 Estonian, 49 Finnish) were participated in the study. Both mothers and teachers filled in the questionnaire on trust; teachers’ teaching practices were observed with early childhood classroom observation measure. The results of multilevel modelling showed that mothers in both countries trusted more in teachers who used child-centred rather than teacher-directed practices. Teachers indicated higher trust in highly educated mothers and mothers of girls. Estonian teachers with longer work experience trusted more in mothers than less experienced teachers, and Finnish teachers trusted less in mothers reporting more depressive symptoms. The results emphasise the importance of both family-related and kindergarten-related factors in the enhancement of mutual trust.

Experiences of Finnish teachers working with immigrant students

Compared with many European countries, Finland has a shorter history of immigration. During the last 20 years, Finland has become a more multicultural society. Together with rising levels of immigration, teachers’ concerns regarding how to manage an increasingly diverse school population have arisen. There are an increasing number of students with different cultural and native language backgrounds in Finnish schools. However, the school system is far from being an all-encompassing multicultural environment for all. Notwithstanding, there are already many practices that do work. In this study, we aimed to find existing practices that, from the point of view of teachers, make immigrant education work. The data consists of interviews with nine teachers who work with immigrant children in schools where the educational language is Finnish. The interviews have been analysed to classify good practices in Finnish immigrant education. Our results show that in addition to adequate lingual support, fluent co-teaching and co-planning in schools, utilising school assistants’ working time and skills in various and creative ways have turned out to be effective for the learning and social integration of multicultural students. Carefully and individually planned transitions from preparatory classes to general education also seem to be important. Most of the good practices that teachers mentioned were associated with transplanting the Finnish language and culture onto the ‘others’. Scrutinising the thoughts and attitudes behind these good practices would help to create even better, more multicultural ways of arranging education for cultural diversity, which is inclusive of native Finnish students.

Medicine education as a part of health education: the implementation in Finnish comprehensive schools

Medicine education, meaning teaching about rational use of medicines, is one way to promote health literacy of children. This paper describes the implementation of medicine education as a part of health education in Finland. Data were collected using a nationwide postal survey from a representative sample (n = 1700) of Finnish primary and lower secondary school teachers in spring 2010. A response rate of 56% (n = 928) was achieved. The final study population was formed of 667 teachers who had taught health-related topics. χ2- and non-parametric Mann–Whitney U- and Kruskal–Wallis tests were used to statistically compare the data. Seventy-six percent of primary and 89% of lower secondary teachers had taught or were willing to teach medicine education. The actual implementation rate of medicine education was low because only a minority of teachers had taught specific topics related to medicines, i.e. what medicines are and the prerequisites for proper use of medicines (21% and 11% of primary, and 48% and 35% of lower secondary school teachers, respectively). In primary schools, these topics were taught most by teachers with experience of medicating own child's long-term illness (P < 0.05 and P < 0.001, respectively). In lower secondary school, these topics were taught most by teachers trained in health education (P < 0.0001 and P < 0.0001, respectively). These findings highlight the need of adequate teacher education as well as continuing education in medicine education.

Teacher Education in Finland during the War Years, 1939–45

The Second World War profoundly affected the school system in Finland that already functioned as the seedbed for the national ideology; the Finnish teacher training colleges were temporarily closed during the years 1939–45, and several college buildings served as stationary war hospitals. This article describes the operation of the teacher training college of Tornio in northern Finland and student teachers’ and teachers’ lives during the war years 1939–45. The moral-Christian and nationalist goals that were typical of the education at teacher training colleges deepened during the war years and, partly because of it, Herbart-Zillerism was still strongly present at the teacher training colleges of Finland.

A Collective Model of Advanced Teacher Training: An International Experience

The conventional course-based teacher training method doesn’t meet the requirements of time, and neither does the reproductive teaching style. The paper offers a new alternative to that system, which is project-based and result-oriented advanced training designed to stimulate creative thinking in teachers and to enhance the role of self-analysis and self-assessment. The main idea of this teacher training method lies in collaboration of teachers within a school to create new learning practices based on electronic learning materials and program tools. The paper describes terms and results of the international education project “ICT Learning Environment. Create and Use Together”, which was realized in 2010–2012 and involved Russian and Finnish teachers and experts. Five school teams from Russia (represented by Saint Petersburg) and five from Finland had a mission of learning new technologies, developing new electronic learning materials and implementing them in their own teaching practices. The school teams collaborated for two years during live and online seminars, exchanged emails and talked on Skype, developing the selected projects together. The author investigates into the two factors of assessing team project efficiency: a) participants’ self-assessment of progress in their professional development and b) quality of created learning materials as finished products to be copied and distributed across the educational system. The paper provides benefits of the cluster-based model of project cooperation among teachers, which consists in grouping bunches of schools into clusters by geography or common teaching approaches.

Teachers’ and Teacher Students’ Conceptions of Learning and Creativity

The aim of this study was to explore what kinds of conceptions of creativity and learning Finnish teachers and teacher students expressed, and how these conceptions were related to the respondents’ epistemologies (conceptions of knowledge and learning). The participants (n = 89) answered an e-form, consisting of 3 open-ended questions (conceptions of learning, creativity and the connection between the two). In addition, there were 23 two-part Likert-type statements on epistemologies (Lonka et al., 2008) as well as 10 background questions. Mixed method approach was used to analyze the conceptions that the respondents’ expressed. Two qualitative categories of conceptions of learning came from previous research, Constructivity and active epistemology (Lonka, Joram, & Bryson, 1996). A new category also emerged: Collaborativity of learning. The answers about creativity were classified based on whether creativity was viewed as an inborn ability or something changeable, whether focus was on product or process, and whether creativity was seen as collaborative. The participants’ open-ended conceptions of learning reflected a view of learning as teacher-regulated assimilation, whereas their (structured) epistemologies higlighted reflection and deep-level learning. Creativity was viewed as something that can be improved, focusing on the collaborative process. A link between learning and creativity was identified. It shall be of interest to see, how such epistemic stands would be related to group work.

Bowing to Science: Finnish Teacher Education Turns its Back on Practical Schoolwork

Bowing to Science: Finnish Teacher Education Turns its Back on Practical Schoolwork

From the Editors

Welcome to the final issue of the first volume of LUMAT. With two regular issues, three special issues, eleven research articles, two perspective articles and thirty general articles published, the first volume of LUMAT has been a success. With three special issues and two regular issues lined up for the second volume, we hope to continue publishing quality articles on research and practice in math, science and technology education.&#x0D; The purpose of the journal is to share good practices, and present especially Finnish but also international know-how in the field of math, science and technology education. With this purpose in mind, it has been a pleasure to publish several manuscripts from our colleagues around the globe. Also this final issue of the first volume includes articles from Finnish as well as international educational researchers.&#x0D; The first article, by Jeronen, Karjalainen, Kuoppala, Sääskilahti and Tirri discusses the new student admission process of subject teacher education. Their topic is especially interesting, as the coming years are about to bring changes to student admission processes of Finnish universities.&#x0D; The second article is a product of an international collaboration with Finnish and North American researchers. The study by Tolppanen, Rantaniitty, McDermott, Aksela and Hand investigates how Finnish comprehensive school students received a multimodal writing lesson. They conclude that general writing skills benefit students in production of multimodal writing during science lessons.&#x0D; The last study published in this issue discusses the use of classroom response systems (also known as clickers) in physics teacher education. According to the results of the North American researchers Milner-Bolotin, Fisher and MacDonald clicker-enhanced pedagogy is a promising vehicle for developing pedagogical content knowledge of science teachers. The results of this study are interesting also from a Finnish perspective, as also Finnish teacher educators are searching new ways to implement use of modern educational technology to science and mathematics teacher education.

Actual and Potential Pedagogical Use of Tablets in Schools

This study reviews the potential of tablet technology for teaching and learning. In autumn 2012, we conducted a focused survey comprising quantitative and qualitative questions with Finnish teachers (N = 171, from 54 schools). We focused on perceived pedagogical opportunities and the actualized pedagogical potential of tablets at schools. The survey results indicate that the actual usefulness of tablets in schools was significantly less than what teachers perceived as the pedagogical potential. However, the results demonstrate the positive impact these devices are having on teaching and learning, as well as prompting changes in pedagogical perspectives. Teachers stated that tablets can diversify and enhance teaching and learning in many ways, particularly in supporting learners’ motivation and independent learning, and promoting engaging teaching methods. Nevertheless, teachers voiced concern that the student-to-device ratio at the moment is too low, thus serving as a barrier to widespread use of tablets.

Microbial secondary metabolites in indoor environments

Background: Secondary metabolites produced by fungi and bacteria are part of a complex exposure situation in damp buildings and may contribute to adverse health outcomes in residents. Aims: To assess the occurrence of fungal and bacterial secondary metabolites in school buildings in relation to moisture damage and dampness and to explore their relevance in respiratory health. Methods: Settled dust samples (N=1390) were collected from schools in Spain, The Netherlands and Finland. School buildings were categorized as either 'index' or 'reference' based on observations of moisture damage, dampness and visible mould. Dust samples were analyzed for the presence of a wide variety of microbial secondary metabolites (&gt;190) using mass-spectrometry based methods. Respiratory health questionnaire data from 645 teachers were used to explore associations of crude sum of concentrations of metabolites in dust versus respiratory symptoms. Results: Microbial secondary metabolites were detected in 55% of settled dust samples. 30 different metabolites were detected, with up to 10 compounds measurable from a single dust sample. We observed both, geographical and seasonal differences in indoor metabolite patterns. Higher numbers of metabolites at elevated levels were detected in index compared to reference school buildings, however, only few statistically significant differences were seen for the occurrence of individual compounds. Preliminary, crude analyses indicated a significant, dose-response association of microbial toxins in dust with nasal symptoms in teachers in Finland. Conclusions: Microbial secondary metabolites are common findings in school buildings. Moisture damage and dampness seem to somewhat increase levels of a number of those compounds, but it is evident that their indoor occurrence is also affected by outdoor sources. Associations of microbial toxin load in dust with respiratory symptoms in Finnish teachers will be further explored.

Teacher Recruitment in Context: Differences between Danish and Finnish Beginning Teacher Education Students

Against the background of differing admission selectivity, structure, and status of teacher education in Denmark and Finland, we analyze the extent to which beginning teacher education students differ with respect to previous educational pathways, socio-demographic characteristics, academic self-concepts, and occupational motivations. In both Denmark and Finland, representative groups of first-year teacher education students and final-year upper-secondary students were surveyed. The collected data enabled us to characterize teacher education students in contrast to a baseline reference group of school students and to compare these differences across countries (difference-in-differences estimation). The results of our study indicate that Danish student teachers lag behind their Finnish peers in the valuation of their math skills. In addition, the average motivational profiles of Danish and Finnish teacher education students differ markedly. Implications of our findings are discussed.

How cultural histories shape South African and Finnish teachers’ attitudes towards inclusive education: a comparative analysis

Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes towards inclusive education by examining the ways in which cultural-historical factors in South Africa and Finland may impact on teachers’ attitudes. Data collection methods included the analysis of education policy documents and other relevant documents in countries, an open-ended question on teachers’ own definition of inclusive education and the results of the initial study on teachers’ attitudes to and concerns about inclusive education. A sample of 310 South African and 833 Finnish primary and secondary education teachers in mainstream and special education settings took part. An analysis of the data within a cultural-historical framework indicated that each country’s historical commitment to inclusive education and its attendant legacies about diversity in education have clearly mediated teachers’ views in both countries. As a result, we have been able to develop a deeper understanding of the complex local conditions, and the similarities and differences across national contexts in which inclusive education is implemented that could benefit both countries.

Educational use of information and communications technology: teachers’ perspective

This study investigated teachers’ perceptions about how information and communications technology (ICT) is being incorporated into teaching and learning, the level of teachers’ digital competence and what factors, in their opinions, might be hindering the use of ICT in schools. A total of 292 Finnish teachers took part in the survey. Activity Theory was chosen for a pedagogical framework. Descriptive statistics, frequency distribution, cross-tabulation and thematic analysis were used to analyse the data statistically. Conclusions include that teachers who have advanced ICT competence use ICT frequently in education. The majority of teachers do not have the means or knowledge to fully use ICT in promoting learning. There still are contradictions between the formal structures of educational institutions and daily classroom practices.

Significant Trends in the Development of Finnish Teacher Training Education Programs (1860-2010)

The roots of teacher training in Finland extend to the 1860s. The evolution of teacher training was closely connected to the history of elementary education and changes in educational policy and the Finnish society. Recently, the Finnish educational system and its teacher education programs have fared extremely well in international comparisons. This raises a question concerning the kinds of initiatives and policies that this story has involved. This article will provide some answers, and it also discusses the trends and developmental aspirations that have molded the approaches to teacher training in this country. The article is based on Finnish research literature on teacher training and relevant contemporary developmental reports and laws. The main purpose is to provide a review of the historical development of Finnish teacher training—its significant achievements and the most crucial turning points—and then to discuss their contribution to the educational outcomes in the current system.

Reducing teacher burnout: A socio-contextual approach

The aim of this study was to examine the interrelation between teachers' proactive strategies and perceived teacher–working environment fit that would be mediated by the socio-contextual burnout experience. Altogether 2310 Finnish teachers completed the study's survey. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Both the learning and use of the strategies is highly embedded in a school's social interactions.

Promoting the Occupational Well-being of Teachers for the Comenius Program

This article reports the development and results of a project within the Comenius program to promote teachers’ occupational well-being, in which Finnish, Irish, Italian, and German school communities participated between 2003 and 2006. The project made use of participatory action research, in which the occupational well-being of staff was developed in accordance with the ideas and operational models of the learning organization. The occupational well-being of teachers along with its development requirements were evaluated using a quantitative index questionnaire distributed in four schools in 2004 and 2005. Finnish teachers experienced improvements in the functionality of their work community, based on all of the sum variables measured during the follow-up year. Positive development was less significant in the partner countries. Based on the results of this research and the practical experiences gained through this project, we conclude that it is important to get school staff involved in actions that develop their occupational well-being by encouraging participation and cooperation, develop the pedagogical leadership skills of the school head, and stimulate cooperation between researchers and school staff. In addition, a project coordinator is required; if she/he has good interaction skills and is socially competent, this individual will be a key foundation for the success of the project. This article contains evidence-based information for school staff, school administrators, researchers, health care staff and educators that is valuable for developing the occupational well-being of school staff within the school community. The results gained through this study cannot be generalized, but they can be considered indicative of comparable situations.

Didaktisk diskussion om barnträdgårdslärares möjligheter att arbeta med matematik i finländsk småbarnsfostran

Title: Didactical discussion on pre-school teachers’ prerequisites for working with mathematics in Finnish early childhood educationAbstract: Finnish teachers encounter an increased focus on learning aspects and a revised legislation strengthens teachers’ professional role for early learning, which also has impact on pre-school teachers’ work in early childhood education (children 0–5 years). The paradigm in early childhood education in recent years emphasizes development, learning and teaching. Mathematics is one content area that has been given a lot of attention in Nordic discussions on education for early years. However, the Finnish national curricula and guidelines for early childhood education give limited support for developing stimulating and goal-oriented educational practice in so called academic fields of knowledge, for example mathematics. This article aims at pointing at some of the prerequisites for working with mathematics in Finnish early childhood education in relation to new research on mathematical development and didactics suitable for early childhood education. Three authentic examples of traditional pre-school activities with toddlers are taken as a starting point for the didactical discussion.