Critical considerations of sustainable teacher education in Finland

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5_EITN_2024_01_04_Kangas.pdf

Abstract

Blended teaching and learning, which combines face-to-face instruction with computer-mediated learning, is gaining popularity worldwide. This approach presents both opportunities and challenges for future teachers and student teachers, requiring critical considerations of pedagogy as well as careful planning and implementation to ensure effective teaching. The integration of online learning activities provides new prospects for teacher education experiences. In Finland, the national strategy for teacher education research holds great significance. In 2016, the Finnish government established a teacher education forum to guide and discuss future requirements in this field. The objective of this research is to explore how student teachers view the future of teacher education taking into consideration Finnish educational policies. The data was collected through focus group discussions with primary school student teachers in Finland (N=45), where web-based studies were predominant. The results of this study are categorized into three main themes following educational policy guidelines: Teachers’ wide basic knowledge, Teachers’ expertise and creative agency, and Teachers’ developing professional and organizational know-how. According to the results, the importance of equipping future teachers with a broad knowledge base was highlighted as a key competency by the students. The study concludes that teacher education should evolve towards more sustainable education and pedagogy by embracing blended learning opportunities to cater to the needs of future educators.

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Keywords

teacher education, pedagogy, future competencies, blended learning and teaching

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