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芬蘭教師教育帶給我們的思考一、IntroductionIntherecentreportofPISAproject,F(xiàn)innishcomprehensiveschoolinghasbeenturnedintoasuccessfulstory.Aseducationisessentialforanation
’scomprehensivedevelopment,itisnecessarysuccessfulexperienceinthefieldofteacher
todigouttheeducationinFinlandforthequalityofteachersisoneofthemostfrequentlycitedfactorsexplainingthequalityofaneducationsystem.二、TeachereducationinFinland(一)PolicyandprogramsinthefieldofteachereducationTherulesandproceduresforpolicymakinginteachereducationdeterminewhoisallowedtoorganizethecontentofteachereducationpolicy ,whatkindofexpertsareconsulted,andwhatkindofideologyandeducationaltheoryareemphasized.TheFinnishpolicymakesclearrequirements
for
selection.
First
,there
is
anationwideliterary
test
including
academicarticles
,about
180pagesaltogether.Second ,anaptitudetestincludinganinterviewandagroupdiscussiontaskaimingtoevaluateapplicants’suitability,motivationandcommitment,ishold.Themajorissueinteachereducationisdemonstratedthroughtheteachereducationprogramswhichareprovidedbyeightuniversities.Althoughrecently,therehasbeensomepressuretoremovetheteachereducationprogramsfromsomeuniversities,F(xiàn)innishuniversitieshavebeenquitesuccessfulinpromotingtheargumentthatkeepingteachereducationprogramsinallexistingunitsstillaneffectiveapproachguaranteeingaconstantsupplyofnewqualifiedteachersthroughoutthecountry.(二)Research-basedteachereducationInFinland,teachereducationputsstrongemphasisonaresearch-basedcurriculumandallcoursesintheteachereducationprogramhaveintegratedwithresearch.Fromthis,itcanbeknownthattheobjectiveofFinnishteachereducationhasbeentodevelopanacademicallyhighstandardofeducationforfutureteachers.Itcanalsobelearnedthatteachersasprofessionalshavebeenrequiredtotakeanactiveroleindecisionsaffectingeducationandnotmerelyimplementdecisionscamefromothers.Thisuniqueapproachhasaimedtotrainautonomousandreflectiveteacherscapableofadoptingaresearch-orientedattitudetowardtheirwork.Research-basedmodelofteachereducationrequiresteacherstobereflectivepractitionersactivelyinvestigatingtheirworkandcriticallyapplyevidence-basededucationalknowledgetopractice,whichrequiresopen-mindedandanalyticalapproachtotheworkandhasimportanteffectontheirstudents.(三)TheroleofpracticeteachinginteachereducationPracticeteachingisoneofthemostessentialapproachesforstudentteacherstodeveloptheircorecompetencies.Throughthepractice,studentteacherscandeveloptheirskills,attitudes,values,personalitiesandthecompetencytocombineknowledgedynamically,toempowerteacherstoperformmoreprofessionallyandappropriatelyindifferentteachingsituations.InFinland,practicestartsasearlyaspossibleandprovidesstudentswithreadinesstocontinueprofessionalgrowthbeforetheyformallyenterworkingschools,whichisintegratedwiththeoreticalpedagogyandprofessionalstudies.Finnishpracticeteachingconsistsoffourmodulesofreachingfromthefirststudyyeartothefinalyear.Throughthefirstmodule,studentteachersareprovidedopportunitiestoobservedschoollife,teacher’sworkandthepupilsfromtheperspectivesofeducationandeducationalpsychology.Inthesecondandthirdphases,practiceteachingfocusesonteachingofspecificsubjectareasofdifferentteachersandguidingandevaluatingofpupils’learningprocesses.Finally,theforthmoduleprovidesmoreopportunitiestoexpandstudentteachers’perspectiveandsupportsthemtotakeamoreholisticresponsibilityintheirteaching.三、ConclusionAllinall ,teachereducationinFinlanddoesmakeoutstandingachievementsinpromotingstudents’learningperformance,andschoolsandstudentsdobenefitfromthehighstandardandhighqualityteachereducation.AlthoughteachereducationinFinlandisnotfreefromoutsidepressuresofthecurrenteducationsystem,F(xiàn)inlandhasoptedforalternativewaysandstrategiestotrytoimprovequalityofeducation.Thus,F(xiàn)innishteachereducationisstillappreciatedbyseveralcountriesanditisvitalforthepolicymakerstoanalyzethefoundationbehindFinnishoutstandingachievementsandadoptsomeusefulmeasuresaccordingtoeachnation’sspecificsituation.Notes:①Simola,H.(2005).TheFinnishMiracleofPISAHistoricalandSociologicalRemarksonTeachingand
:TeacherEducation.ComparativeEducation
,
41(4),455-470.②Malinen,
O.,
V?is?nen
,
P.
,
&Savolainen
,
H.(2012).TeachereducationinFinlandnationaleffortforpreparingteachers
:areviewofaforthefuture.
TheCurriculumJournal
,
23(4),567-584.③Soh,K.(2014).Finland andSingaporeinPISA2009:similaritiesanddifferencesinachievementsandschoolmanagement.Compare:AJournalofComparativeandInternationalEducation
,44(3),
455-471.④Rasmussen,
J.
,&Bayer,
M.
(2014).Comparativestudy
ofteaching
content
in
teacher
education
programsinCa
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