A1 Journal article (refereed)
Critical considerations of sustainable teacher education in Finland (2024)


Kangas, J., Maunumäki, M., Maunula, M., & Harju-Luukkainen, H. (2024). Critical considerations of sustainable teacher education in Finland. Education in the North, 31(1), 62-78. https://doi.org/10.26203/k107-3324


JYU authors or editors


Publication details

All authors or editorsKangas, Jonna; Maunumäki, Minna; Maunula, Minna; Harju-Luukkainen, Heidi

Journal or seriesEducation in the North

ISSN0424-5512

eISSN2398-0184

Publication year2024

Publication date19/04/2024

Volume31

Issue number1

Pages range62-78

PublisherUniversity of Aberdeen

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.26203/k107-3324

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/95117


Abstract

Blended teaching and learning, which combines face-to-face instruction with computer-mediated learning, is gaining popularity worldwide. This approach presents both opportunities and challenges for future teachers and student teachers, requiring critical considerations of pedagogy as well as careful planning and implementation to ensure effective teaching. The integration of online learning activities provides new prospects for teacher education experiences. In Finland, the national strategy for teacher education research holds great significance. In 2016, the Finnish government established a teacher education forum to guide and discuss future requirements in this field. The objective of this research is to explore how student teachers view the future of teacher education taking into consideration Finnish educational policies. The data was collected through focus group discussions with primary school student teachers in Finland (N=45), where web-based studies were predominant. The results of this study are categorized into three main themes following educational policy guidelines: Teachers’ wide basic knowledge, Teachers’ expertise and creative agency, and Teachers’ developing professional and organizational know-how. According to the results, the importance of equipping future teachers with a broad knowledge base was highlighted as a key competency by the students. The study concludes that teacher education should evolve towards more sustainable education and pedagogy by embracing blended learning opportunities to cater to the needs of future educators.


Keywordsteacher trainingclass teacherspedagogycompetenceblended learningsustainable development

Free keywordsteacher education; pedagogy; future competencies; blended learning and teaching


Contributing organizations


Ministry reportingYes

Reporting Year2024

Preliminary JUFO rating1


Last updated on 2024-15-06 at 01:25