Seeking New Perspectives on the Development of Teacher Education: A Study of the Finnish Context

Päivi Hökkä, Anneli Eteläpelto

Research output: Contribution to journalArticleScientificpeer-review

90 Citations (Scopus)

Abstract

Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a) obstacles in renegotiating professional identity, (b) internal competition between subject-matter groups within the department, and (c) discrepancies between individual agency and organizational development. Based on the findings, this study argues that teacher educators' individual and collective agency must be supported to enhance their continuous professional learning and organizational change. This goal can be achieved by developing teacher education concurrently at multiple levels, including the individual, work community, and organizational levels. In addition, there is a need to construct multiple couplings between these levels.

Original languageEnglish
Pages (from-to)39-52
Number of pages14
JournalJournal of Teacher Education
Volume65
Issue number1
DOIs
Publication statusPublished - 2014
Externally publishedYes
Publication typeA1 Journal article-refereed

Keywords

  • education reform
  • elementary teacher education
  • professional development
  • secondary teacher education
  • teacher learning

ASJC Scopus subject areas

  • Education

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