presentation on the finnish education system

www.helsinki.fi/yliopisto

Finnish Education System and Teacher Education

Dr. Heidi Krzywacki

[email protected] of Teacher Education

1. Teachers’ role in the Finnish school system

2. Teacher education in Finland

3. Teacher education at the University of Helsinkia) Primary Teacher Educationb) Secondary Teacher Educationc) Teaching practice

2

Outline of the presentation

Department of Teacher EducationDr. Heidi Krzywacki Ireland Ed and Social Committee, February 26, 2013

www.helsinki.fi/yliopisto 3

Finland in facts

• Population: 5.4 million, 17 inhabitants / km2

• Languages: Finnish (spoken by 91%)Swedish (~ 5%)Sámi (about 1,800 people)

• Religion: 79.9% Lutheran and about 1.1% Orthodox,other religion 1.7 % and none 17.7 %

• Independence: Declared on December 6, 1917. Previously a grand duchy in the Russian empire (1809-1917), and before that, a part of Sweden for 600 years

• Currency unit: Euro• Area: 338,424 km²• Capital: Helsinki (population ~600 000)


The Northest subway station on earth is in Helsinki…

Finland is in the North Europe, part of the European Union

…and the home of the REAL Santa Claus is in the Finnish Lapland!

Where is Finland?


Teachers’ role in the Finnish school system

5


6

The following themes can be found in policy documents and educational publications

A. Common, consistent and long-term policy• basic models for teacher education and compulsory

education are 40 years old• support to the development of broad (full) literacy

B. Educational equality• compulsory education free of charge to all, including books,

meals, transport and health care• well-organized special education• In practice, no streaming, no selection, no magnet schools

with a special curriculum to draw students from wider areas

Main cornerstones of the Finnish education policy


7

Main cornerstones of the Finnish education policy

C. Devolution of decision power to the local level• a headmaster is a pedagogical director• local authorities (together with the teachers) plan local

curricula, organise general assessment and use this data for evaluating the schools and for allocation of resources

D. The culture of trust at all levels• no inspectors, no national exams, only sample-based

monitoring…• no private tutoring or grammar schools

(e.g., Halinen, 2008; Jakku-Sihvonen & Niemi, 2006; Laukkanen, 2008)



Equal learning opportunities for all• Finnish school system guarantees equal learning

opportunities regardless of social background• mainly public schools providing education

• Instead of comparing students, the focus is on supporting and guiding them (also special needs students)

• Very few children need to be made to repeat a year

Finnish teachers are considered as educated professionals• qualifications for all school levels require a 5-years

university programme including pedagogical studiesDepartment of Teacher EducationDr. Heidi Krzywacki Ireland Ed and Social Committee, February 26, 2013


Assessment as part of everyday school work• Teachers are seen as autonomous academic

professionals, who are able to plan, implement, and assess teaching and learning

• Assessment data is used in the classroom for improving teaching and learning• internal assessment including all assessment forms is

carried out mainly by teachers themselves

NOTE: no national level examination of the whole age group takes place before the end of upper secondary school (grade 12)

• only sample-based monitoring in the core subjectsDepartment of Teacher EducationDr. Heidi Krzywacki Ireland Ed and Social Committee, February 26, 2013


• Devolution of decision power and responsibility at the local level

• No school inspections, national exams or pre-evaluation of learning materials

• Teachers autonomous academic professionals

• Assessment data is used within the classroom

26.2.2013 10

Finnish assessment system



• Devolution of decision power and responsibility at the local level

• No school inspections, national exams or pre-evaluation of learning materials

• Teachers autonomous academic professionals

• Assessment data is used within the classroom

26.2.2013 11

Finnish assessment system



Teachers in Finnish comprehensive school

A primary school teacher• teaches grades 1 to 6 (ages 7 to 13)• is typically qualified to teach all 13 school subjects at

primary school level

A secondary school teacher• typically teaches grades 7 to 12 (ages 13 to 19)• is qualified to teach only in his/her major or minor subject• typically teaches one major and one minor subjects

(e.g., math and physics)According to PISA school questionnaire data, almost all

teachers at the participating schools were qualified teachers (PISA 2009).

12



Primary school level

Secondary school level

The structure of the educational system in Finland


Structure of Finnish Education

Learning materials (publishing houses)

Local curriculum (municipalities, schools)

Learning

General National Objectives and Education policy ME

Teaching

National Core Curriculum NBE

Teacher education (pre -service andin -service) Univ.

Families

Each universityprepares own programmes



• Educational expenditure: 5.9% of the GDP (the same as the OECD average)• mainly public funding: private expenditure only 2.6% at all

educational levels (2008)

• Highest expenditure at lower secondary level and higher education among OECD countries• ~ 20 students per class at lower secondary school• 15,400 USD per a student (higher education)

• Total amount of lesson hours in basic education is 5,750 (cf. OECD average 6,500; Italy 8,300)

(FNBE Kyrö, 2012)

Some key facts and figures



• Compulsory and intended instruction time is the lowest among OECD• A primary teacher: 667 hours per year• A subject teacher: 592 hours per year

( ~ a half of US lower secondary teachers’ duties)NOTE: the number of teaching hours does not reflect

explicitly the teachers’ total workload

• Schools are various size and rather small• About 44% of all schools <100 pupils (12% of all pupils)• About 22% of all schools >300 pupils (54% of all pupils)• Average class size: primary 19.8 (OECD 21.4) and

secondary 20.1 (OECD 23.7) (FNBE Kyrö, 2012 )

Some key facts and figures



Teacher Education in Finland

17



Primary Teacher Education

https://sool-fi.directo.fi/@Bin/125365/okopa-kartta.gif



Secondary Teacher Education

https://sool-fi.directo.fi/@Bin/125365/okopa-kartta.gif



Teacher Education at the University of Helsinki

20

FACULTY OF BEHAVIOURAL SCIENCES

DEPARTMENT OF BEHAVIOURAL SCIENCES

Fields of study: - educational sciences- psychology- speech sciences

DEPARTMENT OF TEACHER EDUCATION

Fields of study:- educational sciences- home economics- craft science

TEACHER TRAINING SCHOOLS

Viikki teacher training school- comprehensive school

(lower and upper levels)- upper secondary school

Helsingin normaalilyseo - comprehensive school (upper level)- upper secondary school


Teacher Education Programmesat the University of HelsinkiThe Department of Teacher Education provides six

different educational programmes

• primary (class) teacher education • craft science and textiles teacher education • home economics and home economics teacher

education • kindergarten teacher and early childhood

education (BA) • secondary (subject) teacher education • special education



Research-based teacher education

• Study programme is structured according to the systemic educational structure

• All teaching is based on research• Teacher educators hold PhD’s• Teacher educators are required to research• Their teaching is based on their or others’ research

• Activities are organized so as to give students the opportunity to practise argumentation, decision making and justification when inquiring into and solving pedagogical problems.

• Students learn formal research skills during their studies when they move up to the M.A. thesis level.



Admission to the teacher education programmes

Primary teacher education: Master’s of education degree

• 1783 applicants, 120 study places (6.7%, 2012)

• Two-phase entrance exam:• book exam• an interview for 25% of

applicants based on the exam• The applicants need to have

upper secondary education.

Secondary teacher education: Pedagogical studies module

• ~ 780 applicants, about 430 accepted (2011)

• Entrance exam consists of an interview.

• The applicants need to havea study place in a subjectfaculty and certain amount of studies OR a completedMaster’s degree includingstudies in a school subject.


Primary and secondary school teachers

Primary school teacher• 5 year program

(3 BA + 2 MA)• Majoring in education• Minoring in school subjects

(Finnish, math, biology, geography etc)

• Minoring also in one or twoother subjects

• E.g. primary school teacher minoring in Finnish and music

• Are eligle for doctoralstudies!

Secondary school teacher• 5 year program

(3 BA + 2 MA)• Majoring in a (school) subject

• Minoring in one or two othersubjects

• Minoring in education(= teacher’s pedagogicalstudies)

• E.g. Math major, chemistry + physic minor

• Are eligle for doctoral studies!



Primary Teacher Educationat the University of Helsinki

26



Primary Teacher Education:the core aims

Students will acquire readiness for• acting as an expert in education and teaching, who

recognise their educational responsibility and maintain their professional competence

• cooperation with all members of the school community, pupils and their parents as well as the various societal bodies.

• working as part of school administration, organisations or enterprises

• teaching various disciplines and combining educational theory and practice into their own practical pedagogical theory



Structure of the Master degree of a primary teacher: 3 + 2 years

0

20

40

60

80

100

120

140

160

180

Major Subject

Education

Multi-disciplinarystudies

ElectiveMinorSubject

Communicationand language

studies

Bachelor’s level (180 Bachelor’s level (180 cr) Master’s level (120 cr)

Master-thesisMaster-thesis

cr=

27 h

ours

of w

ork

Stu

dy c

redi

ts

BSc thesis

FinnishMathematicsPhysicsGeographyBiologyHistoryScienceReligionSportsArtsMusicCrafts


The structure of the curriculum(Primary Teacher Education)

Teaching practice 20 cp

~ max. 120 supervised lesson hours

(teaching in pairs)

Research studies in education

70 cp

Multidisciplinary studies

(minor subject studies)60 cp


Secondary Teacher Education

at the University of Helsinki

30



Secondary Teacher Education:the core aims

The programme gives• general teacher qualifications to teach children, young

people and adults in educational institutions offering general, vocational and adult education

• the future teacher a starting point to develop into a professional in the planning, implementation, evaluation and development of teaching

Student teachers are to combine content knowledge, knowledge related to education and different learners, pedagogical content knowledge (i.e. knowledge of how to teach, study and learn the subject), and knowledge about school practices into their own pedagogical practical theory



Structure of the Master’s degree of a secondary teacher: 3 + 2 years(300 cr)

0

20

40

60

80

100

120

140

160

180

Major Subject

Minor Subject

Pedagogicalstudies

Communicationand language

studies

Bachelor’s level (180 cr) Master’s level (120 cr)

Master-thesis

cr=

27 h

ours

of w

ork

Stu

dy c

redi

ts

Ped. thesis

Teachersbenefit from the

research orientationin designing

school-level curriculumas well as in

planning, implementingand evaluatingteaching and

learning

Strong subject (experts’)knowledge makes

teachers competent forenhancing students’

learning andproblem-solving

BSc thesis



The structure of the curriculum(Secondary Teacher Education)

Teaching practice 20 cr~ max. 40 supervised

lesson hours(planning in pairs)

Research-orientation(minor thesis

seminar)



Teaching practice as part Teacher Education

34



University Teacher Training SchoolsUniversity Teacher Training Schools• Organising teaching of “ordinary” school pupils• Mentoring student teachers• Educational research• Organizing in-service education in cooperation

with the Department of Teacher Education and other instances



Teaching practice in field schoolsTeaching practice in field schools

• Mainly the advanced practice takes place in schools that cooperate with the department of Teacher education

• Only teachers who have taken a special course in mentoring student teachers are allowed to supervise student teachers



Key features of the teaching practiceTheoretical aspects are integrated with practice during the

studies at all stages. The aims of the teaching practice are• to mature as a pedagogically thinking teachers,• to grow into the profession,• to become aware of their practical theories and views

on educational matters.

In teaching practice, there are four participants whose interaction with each other plays an important role• a student teacher him/herself• peer student teachers• supervisor from the university (university lecturer)• supervisor at the school where teaching

practice takes placeDepartment of Teacher EducationDr. Heidi Krzywacki Ireland Ed and Social Committee, February 26, 2013


Some further information

Finnish National Board of Educationwww.oph.fi/englishhttp://www.oph.fi/download/124278_education_in_finland.pdf

http://www.oph.fi/english/publications/2012/international_comparisons_of_some_features_of_finnish_education_and_training_2011

Ministry of Education and Culture http://www.minedu.fi/OPM/?lang=en

Department of Teacher Education, University of Helsinkihttp://www.helsinki.fi/teachereducation/


Kiitos!

presentation on the finnish education system

Documents