The Finnish Miracle of Education - Miten jatkossa? Hannele Niemi. University of Helsinki 1
PISA 2006 and 2009 2009 (Reading skills, math, science) 2006 (Math) Shanghai-China Korea Finland Hong Kong-China Singapore Canada New Zealand Japan Australia Netherlands Finland Korea Canada Netherlands Japan Switzerland Belgium Australia New Zealand Iceland
Warm school lunch every day The main reason for success?
Big changes in Finnish society in 1960 s and 1970 s - comprehensive school for all - equity - new teacher education
Important political decisions for the comprehensive school Primary school teacher education was also raised to the MA level The discontinuation of streaming The decentralization of decision-making powers The strong allocation of affordable educational resources to lower secondary education and Support for weak students was taken care of Different stakeholders were invited to express their opinions 5
A good school for everyone - a joint effort The objective is an open interactive operational culture that supports cooperation both within the school and with the home and rest of the society (National Core Curriculum, 2004, p. 17). 6
Core curriculum and local responsibilities The national core curricula give a frame and value basis Local responsibility for quality: Every school must be a good school Supporting every students learning and learning skills In collaboration with authorities that are part of the implementation social and health services 7
LLL as a common objective and value basis for all Readiness to continue studying in the next level Learning to learn Personal growth Preschool Comprehensive school Upper Secondary school Higher Education Adult Education Leading principles: Equity Flexible structures High level education to all Fundamental basis of the educational system: Public funding, high quality teachers, education as a basic service 8
What makes Finnish teachers different? All have MA degree No school achievement testing No probation time No inspectorate All belong to Teacher Union Not high salary moderate level Commitment to their profession 9
High Quality Teachers Teachers are expected to take the responsibility to develop their profession. To analyze complex situations like a researcher and To make conclusions and decisions to develop their teaching to different learners.
Becoming a teacher? A very popular academic career 10 % of the high-talented applicants are selected to start their studies Entrance examinations skills needed in high quality profession Interviews - motivation Social skills in a group 11
Teacher Degrees: 3 years BA + 2 years MA = teacher qualification Class teachers: Master of Education Major in Education Minors in 1-2 subject matter disciplines Secondary teachers: Master of Sciences. Arts etc. Major in subject a matter Minor in Education Minors in 1-2 subject matter disciplines 12
Teacher education on research-based foundations The most recent advances of research in the subjects they teach and on how something can be taught and learnt. The aim is that teachers internalise a researchorientated attitude towards their work. Teacher education in itself should also be an object of study and research 13
Academic disciplines Optional studies Teaching practice Research studies Teacher training schools in Universities A personal study plan Local schools Pedagogical studies Communication. language and ICT
Quality in teacher education The latest research of content knowledge The latest research in pedagogy Student teachers Competences of teacher educators: mainly PhD In teacher training schools advanced level pedagogical qualification. In local schools trained mentors Cooperation at the University and with teacher training schools 15
Study years 5 4 Advanced Practicum (MA level, 8 ECTS): Different options for developing expertise, can be connected with the Master s Thesis Mainly in Municipal field schools MA thesis & research methods and seminars 3 2 Intermediate Practicum (BA level, 12 ECTS): Starting with specific subject areas, moving towards more holistic and pupil-centred approaches University teacher training schools BA thesis & research methods and seminars 1 Practicum integrated with theoretical studies Research methods. observations Integrating theory and practice in the Finnish TE 16
Professional competences The highest (Niemi. 2011) M (n=455) SD Correlation with active learning n= 317 345 1. Designing of instruction 3.92.856.14 ++ 2. Critical reflection of own work 3. Becoming aware of ethical basis of teaching profession 3.76.894.37 +++ 3.71.914.21 ++ 4. Life long professional growth 5. Self-evaluating of own teaching 6. Using teaching methods 7. Development of own educational philosophy 3.69.896.23 ++ 3.67.934.25 +++ 3.54.764.32 +++ 3.46.977.29 +++ 17
Student teachers professional competences in 2010 Many improvements still needed in Finland (Niemi, 2011) 4,50 1 2 3 4 5 1.Designing own instruction 4,00 2. Teachers Working with others 3,50 3.Ethical commitments in teaching profession 3,00 2,50 2,00 4.Diversity of pupils and preparing them for the future, and 5.Teachers own learning and growth 1,50
Expanding the concept of learning Learning is An active individual process, where learners construct their own knowledge base. A process based on sharing and participation with different partners in a community. A holistic constructing process which is interconnected with learners social and cultural premises. 19
Re-conceptualization of knowledge From static transmitted contents to knowledge that is ever renewable and often construed jointly with other learners. The contents and processes are intermediating. Epistemological beliefs Complexity simplicity and certain uncertain 20
Learning enviroment - Learning spaces No longer does any one institution or group have a monopoly on knowledge. educational institutions such as schools and universities Workplaces in everyday life, accessible through various media- and technology-based environments. 21
Learning together co-operation collaborative problemsolving sharing tools for attaining deeper processes of learning; and in many cases also achieving better results. Participation in discussions, dialogues and mutually shared reflections, working in a responsible cooperation with other learners. 22
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Future challenges Multicultural school A new phase in Finland ICT pedagogical applications The National Strategy Collaborative school culture Personalized curriculum Mentoring and induction -> so far the focus has been on pre-service TE
Miracle of Education - The Principles and Practices of teaching and learning in Finnish Schools Hannele Niemi. Auli Toom and Arto Kallioniemi (Eds.) SenseP u b l i s h e r s 25
Miracle of Education OR Persistent work for education? 26
Thank you! Hannele Niemi Professor of Education University of Helsinki, P.O. Box 9, 00014 University of Helsinki, Finland, phone (int.) +358 40 5558975 e-mail: hannele.niem@helsinki.fi http://www.mv.helsinki.fi/home/hmniemi/