Work

Five decades of persistent decontextualisation of academic teacher education in Finland

Year: 2022

Type: article

Abstract: Aiming at constructive criticism, this article analyses the historical development of Finnish teacher education from the perspective of decontextualisation. The article suggests that essential contexts for teacher education are daily schooling, the historically constructed structures of school, and finally the whole society. The results indicate that as an unintended consequence of the academisation of Finnish teacher education, the socio-historical context of teaching and learning has narrowed, and ties between educational theory and practical schooling have loosened. This may hinder the good intentions underpinning the Finnish teacher education system and produce a discourse that unreflectively silences the complexity of education.

Source: International Journal of Educational Research

DOI: 10.1016/j.ijer.2022.102053

Authors: Mikko Puustinen, Janne Säntti, Hannu Simola

Institution: University of Helsinki

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,310