A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Kangas, Jonna; Maunumäki, Minna; Maunula, Minna; Harju-Luukkainen, Heidi
Lehti tai sarja: Education in the North
ISSN: 0424-5512
eISSN: 2398-0184
Julkaisuvuosi: 2024
Ilmestymispäivä: 19.04.2024
Volyymi: 31
Lehden numero: 1
Artikkelin sivunumerot: 62-78
Kustantaja: University of Aberdeen
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.26203/k107-3324
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Tiivistelmä
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.
YSO-asiasanat: opettajankoulutus; luokanopettajat; pedagogiikka; kompetenssi; sulautuva opetus; kestävä kehitys
Vapaat asiasanat: teacher education; pedagogy; future competencies; blended learning and teaching
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2024
Alustava JUFO-taso: 1
