芬蘭教師教育帶給我們的思考-精選文檔

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