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Bowing to Science: Finnish Teacher Education Turns its Back on Practical Schoolwork

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This article examines the way Finnish teacher education has changed over the last three decades. The role of teacher educators has become progressively more research-intensive, and teacher education currently faces a challenging dilemma. Not only is it dependent on the terms and conditions of conducting research, it must also address the need to meet the social challenges presented by education policy. In this article we present our concerns with respect to current developments in teacher education and our vision of what should be done to preserve the high standard of Finnish teacher education.
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Keywords: Finland; academic staff; elementary school teacher education; research-based teacher education; teacher educators

Document Type: Research Article

Publication date: January 1, 2014

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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