Niemi / Toom / Kallioniemi Miracle of Education

2012
ISBN: 978-94-6091-811-7
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 290 Seiten

Finnish pupils' success in international student assessment tests is a hot topic everywhere in the world. The significance of Finnish educational policy and society are continuously discussed. This book provides explanations, answers and reflections to these questions. Over 30 expert authors have contributed to this book by bringing their own specific research-based viewpoints to these issues. The book describes the wholeness of the Finnish educational system, on both structural and administrative levels. It introduces the framing factors and societal conditions of education in Finland. It also explains how the Finnish educational system and teacher education function in everyday life. The book illustrates how teaching and learning of different subjects is realized in Finnish schools, and describes the essential characteristics and methods of teaching, learning materials and research on these issues. The book provides important insight and reflections to international researchers, teachers, students, journalists and policy makers, who are interested in teaching and learning in Finnish schools. It shows the results of the systematic and persistent work that has been done on education and schooling in Finland. The main features of education in Finland: - Strong equity policy - Teachers as autonomous and reflective academic experts - Flexible educational structures and local responsibility for curriculum developmentEvaluation for improvements, not for ranking - No national testing, no inspectorate - Research-based teacher education - Teachers' high competence in content knowledge and pedagogy - Trust in education and teachers

Autoren/Hrsg.

Niemi, Hannele

Toom, Auli

Kallioniemi, Arto

Inhaltsverzeichnis

1;Miracle of Education;4
1.1;CONTENTS;6
1.2;ACKNOWLEDGEMENTS;8
1.3;PREFACE: Perspectives for the Future of the Teaching Profession;9
1.3.1;BIBLIOGRAPHY;11
1.3.2;AFFILIATIONS;11
1.4;PART I INTRODUCTION: CURRENT EDUCATIONAL FRAMING FACTORS AND CONDITIONS IN FINLAND;13
1.4.1;1. AMAZING PISA RESULTS IN FINNISH COMPREHENSIVE SCHOOLS;14
1.4.1.1;ABSTRACT;14
1.4.1.2;PISA STUDY;14
1.4.1.3;HIGH LEVEL OF PISA RESULTS;15
1.4.1.3.1;Finnish Students among Top-achievers in PISA;15
1.4.1.3.2;Reading Literacy;15
1.4.1.3.3;Reading Results;15
1.4.1.3.4;Mathematical Literacy;17
1.4.1.3.5;Mathematics Results;17
1.4.1.3.6;Scientific Literacy;19
1.4.1.3.7;Science Results;21
1.4.1.4;ABOUT PISA ITEMS;21
1.4.1.4.1;Interest in Reading and Reading Strategies Important;21
1.4.1.4.2;Trends in Performance of Finnish Students;21
1.4.1.5;EQUAL OPPORTUNITIES TO LEARN;23
1.4.1.5.1;Between School Equality;23
1.4.1.5.2;Equality Related to Family Background;23
1.4.1.6;CHALLENGES TO EDUCATIONAL EQUALITY;23
1.4.1.6.1;Gender Difference;23
1.4.1.6.2;Difference between the Language Groups;24
1.4.1.6.3;Immigrant Education;24
1.4.1.7;EFFECTIVE EDUCATION SYSTEM;25
1.4.1.7.1;High Performance with Average Investment;25
1.4.1.7.2;High Results with Minimum Instruction Hours;25
1.4.1.7.3;Small Class Sizes;26
1.4.1.8;SUMMARY;27
1.4.1.9;REFERENCES;28
1.4.1.10;AFFILIATIONS;29
1.4.2;2. THE SOCIETAL FACTORS CONTRIBUTING TO EDUCATION AND SCHOOLING IN FINLAND;30
1.4.2.1;ABSTRACT;30
1.4.2.2;THE FINNISH EDUCATION: EQUITY AND QUALITY AS ITS MAIN OBJECTIVES;30
1.4.2.2.1;Introduction;30
1.4.2.2.2;Respect for Learning and Education in the Finnish Culture Education of a Nation and Comprehensive Schooling for All;31
1.4.2.2.3;Educational Policy for Equity;32
1.4.2.3;THE STRUCTURE AND AIMS OF THE EDUCATIONAL SYSTEM;34
1.4.2.4;ENHANCEMENT-LED AND FORMATIVE EVALUATION POLICY FOR PROMOTING QUALITY;38
1.4.2.4.1;Balancing between a Centralized and Decentralized Administration;39
1.4.2.5;TEACHER EDUCATION AS A KEY PLAYER;40
1.4.2.5.1;Pedagogical Studies;41
1.4.2.5.2;A Research-Based Approach as a Main Guideline;43
1.4.2.5.3;The Social and Moral Code of the Teaching Profession;44
1.4.2.5.4;Integration of Theory and Practice;45
1.4.2.6;TEACHERS AS PROFESSIONALS – TRUST IN UNIVERSITIES AND TEACHERS’ WORK;46
1.4.2.7;CONCLUSION;47
1.4.2.8;REFERENCES;48
1.4.2.9;WEBSITES;49
1.4.3;3. FINNISH TEACHERS AS ‘MAKERS OF THE MANY’: Balancing between Broad Pedagogical Freedom and Responsibility;50
1.4.3.1;ABSTRACT;50
1.4.3.2;INTRODUCTION;51
1.4.3.3;TEACHERS’ WORKING SPACE IN FINNISH SCHOOLS AND CLASSROOMS;52
1.4.3.4;TEACHER’S RESPONSIBLE PEDAGOGICAL ACTION;54
1.4.3.4.1;Finnish Teachers’ Role Requirements;54
1.4.3.4.2;Finnish Teachers’ Personal Characteristics and Qualities;56
1.4.3.5;EDUCATING WITHIN A SOCIETY–THE MINDSET OF THE FINNISH EDUCATIONAL SYSTEM;57
1.4.3.5.1;Trust in Education;58
1.4.3.5.2;Hope for a Better Society and Individual Life;59
1.4.3.6;DISCUSSION: NEGOTIATING FOR A HOPEFUL CURRICULUM AND SCHOOL PRACTICES;60
1.4.3.7;REFERENCES;62
1.4.3.8;AFFILIATIONS;65
1.4.4;4. THE CORE OF SCHOOL PEDAGOGY: Finnish Teachers’ Views on the Educational Purposefulness of Their Teaching;66
1.4.4.1;ABSTRACT;66
1.4.4.2;INTRODUCTION;66
1.4.4.3;MAIN CONCEPTS IN RESEARCH ON TEACHING;67
1.4.4.3.1;Didactics;67
1.4.4.3.2;Pedagogical Content Knowledge;68
1.4.4.3.3;Teaching-Studying-Learning Process;69
1.4.4.4;EDUCATIONAL PURPOSEFULNESS;70
1.4.4.4.1;Teachers’ Views on the Educational Purposefulness of Their Teaching;71
1.4.4.4.2;General Purposes in Teaching According to Teachers;71
1.4.4.4.3;The General Purposes in Teaching According to Student Teachers;72
1.4.4.4.4;Subject-matter Specific Purposes in Teaching According to Teachers;73
1.4.4.4.5;Subject-matter Specific Purposes in Teaching According to Student Teachers;74
1.4.4.5;THE CORE OF SCHOOL PEDAGOGY;75
1.4.4.6;REFERENCES;76
1.4.4.7;AFFILIATIONS;77
1.5;PART II THE FOUNDATIONS: THE DESIGN OF EDUCATIONAL SYSTEM ON VARIOUS LEVELS;78
1.5.1;5. STRIVING FOR EDUCATIONAL EQUITY AND EXCELLENCE: Evaluation and Assessment in Finnish Basic Education;79
1.5.1.1;ABSTRACT;79
1.5.1.2;THE UNIQUENESS OF FINNISH BASIC EDUCATION;79
1.5.1.3;EDUCATIONAL EQUITY – THE FOUNDATIONAL VALUE OF FINNISH EDUCATION;80
1.5.1.4;STRIVING TOWARDS EXCELLENCE AND A JOY OF LEARNING: THE FINNISH BASIC EDUCATION SYSTEM;81
1.5.1.5;THE PREMISES OF EVALUATION AND ASSESSMENT IN FINNISH BASIC EDUCATION;82
1.5.1.5.1;School Assessment;83
1.5.1.5.2;Teacher Competencies in Assessing Learning Outcomes;84
1.5.1.5.3;Teacher Appraisal;84
1.5.1.5.4;Student Assessment Is Part of Daily Schoolwork;85
1.5.1.5.5;External National Assessments of Learning Outcomes;86
1.5.1.6;CHALLENGES OF FINNISH BASIC EDUCATION;87
1.5.1.6.1;Responding to the Multiple Needs of Diverse Learners;88
1.5.1.7;STEPS FORWARD IN ENSURING EQUITY AND EXCELLENCE FOR EVERY LEARNER;89
1.5.1.8;REFERENCES;90
1.5.1.9;AFFILIATIONS;91
1.5.2;6. THE FINNISH NATIONAL CORE CURRICULUM: Structure and Development;92
1.5.2.1;ABSTRACT;92
1.5.2.2;MAIN FEATURES OF THE CURRENT CURRICULUM SYSTEM IN FINLAND;92
1.5.2.2.1;The Steering System of Basic Education;94
1.5.2.3;THE STRUCTURE OF THE FINNISH NATIONAL CURRICULUM;96
1.5.2.3.1;The Functions of Finnish Curriculum;96
1.5.2.3.2;The Pedagogical and Ideological Background of Finnish Curriculum Design;98
1.5.2.3.3;The Need for Coherence between Aims, Contents and Practices;100
1.5.2.4;THE FINNISH CURRICULUM IN AN INTERNATIONAL PERSPECTIVE;102
1.5.2.5;REFERENCES;103
1.5.2.6;AFFILIATIONS;105
1.5.3;7. RESEARCH-ORIENTATION IN A TEACHER’S WORK;106
1.5.3.1;ABSTRACT;106
1.5.3.2;INTRODUCTION;106
1.5.3.3;TEACHING IN FINNISH SCHOOLS;107
1.5.3.3.1;Statistics of Schooling in Finland;107
1.5.3.3.2;The Everyday Life of a Finnish Teacher;108
1.5.3.4;TOWARDS INQUIRY-ORIENTED TEACHING;110
1.5.3.4.1;The Teachers’ Conceptions of Research-Orientation;110
1.5.3.4.2;Inquiry-orientation in an Individual Teacher’s Work;110
1.5.3.4.3;Inquiry-orientation in the Practice of the School Community;114
1.5.3.4.4;Teacher Educators’ Views of the Research-based Approach;116
1.5.3.4.5;Student Teachers’ Views of Research-based Approach;117
1.5.3.5;WHAT DOES THIS MEAN?;118
1.5.3.6;REFERENCES;119
1.5.3.7;AFFILIATIONS;121
1.6;PART III TEACHING AND LEARNING FOR LIFE: ACADEMIC SUBJECTS;122
1.6.1;8. PROMOTING MATHEMATICAL THINKING: in Finnish Mathematics Education;123
1.6.1.1;ABSTRACT;123
1.6.1.2;INTRODUCTION;123
1.6.1.3;THE STARTING POINT OF FINNISH MATHEMATICS EDUCATION;125
1.6.1.3.1;The Core Idea of Mathematics Education According to the National Core Curriculum;125
1.6.1.3.2;Teacher Education and the Main Principles of Good Mathematics Education;127
1.6.1.4;IMPLEMENTATION OF MATHEMATICS EDUCATION IN FINNISH COMPREHENSIVE SCHOOLS;129
1.6.1.4.1;Distribution of Lesson Hours in Mathematics;129
1.6.1.4.2;Learning Materials as a Resource for Teaching and Learning;130
1.6.1.4.3;Teaching Mathematics in Finnish Classrooms;133
1.6.1.4.4;Assessment Policy;134
1.6.1.4.5;Talent Development for All Students;134
1.6.1.5;CONCLUDING REMARKS;136
1.6.1.6;REFERENCES;136
1.6.1.7;AFFILIATIONS;138
1.6.2;9. SCIENCE AT FINNISH COMPULSORY SCHOOL;139
1.6.2.1;ABSTRACT;139
1.6.2.2;INTRODUCTION;139
1.6.2.3;SCIENCE IN THE NATIONAL LEVEL CURRICULUM;141
1.6.2.4;SCIENCE TEACHERS;144
1.6.2.5;SCIENCE TEACHING AND LEARNING AT SCHOOL;146
1.6.2.6;DISCUSSION;149
1.6.2.7;REFERENCES;151
1.6.2.8;APPENDIX;153
1.6.2.9;AFFILIATIONS;155
1.6.3;10. LANGUAGE AND LITERATURE EDUCATION: Principles and Reflections on Mother Tongue and Literature;156
1.6.3.1;ABSTRACT;156
1.6.3.2;INTRODUCTION;156
1.6.3.3;THE LINGUISTIC SITUATION IN FINLAND;157
1.6.3.4;MOTHER TONGUE AND LITERATURE;158
1.6.3.5;ELABORATION ON SOME BASIC PRINCIPLES OF THE SUBJECT: CHAMELEON;160
1.6.3.5.1;Chameleon;160
1.6.3.5.2;The secret of mutability is flexibility.;162
1.6.3.6;TRAINING TEACHERS OF MOTHER TONGUE AND LITERATURE;164
1.6.3.7;NOTES;166
1.6.3.8;REFERENCES;166
1.6.3.9;AFFILIATIONS;167
1.6.4;11. LANGUAGE EDUCATION FOREIGN LANGUAGES;168
1.6.4.1;ABSTRACT;168
1.6.4.2;THE CORNERSTONES OF THE CURRENT LEARNING OUTCOMES IN FOREIGN LANGUAGES;168
1.6.4.2.1;Introduction to the Current Situation;168
1.6.4.2.2;Research-based Teacher Education and FL Teaching A Brief History of Foreign Language Teaching in Finland;170
1.6.4.2.3;Main Aims Set in the Language Core Curricula;171
1.6.4.2.4;Approaches and Methods in Finnish Language Classrooms;172
1.6.4.2.5;Assessment of Learning Outcomes;174
1.6.4.2.6;Language Teacher Education;175
1.6.4.2.7;In-service Support;177
1.6.4.3;CHALLENGES OF FUTURE QUALITY WORK TO DEVELOP THE FOREIGN LANGUAGE TEACHING AND LEARNING IN FINNISH BASIC EDUCATION;179
1.6.4.4;REFERENCES;181
1.6.4.5;AFFILIATIONS;183
1.6.5;12. RELIGIOUS EDUCATION: in Finnish School System;184
1.6.5.1;ABSTRACT;184
1.6.5.2;BACKGROUND;184
1.6.5.3;THE FINNISH SOLUTION FOR RELIGIOUS EDUCATION IN PUBLIC SCHOOLS;185
1.6.5.4;THE NATURE AND ROLE OF RE IN BASIC EDUCATION;188
1.6.5.4.1;Integrative Practice;189
1.6.5.4.2;Intimate Interaction;190
1.6.5.4.3;Critical Thinking;190
1.6.5.4.4;Holistic Knowledge;190
1.6.5.5;RE TEACHERS IN FINLAND;191
1.6.5.6;DISCUSSION;192
1.6.5.7;REFERENCES;193
1.6.5.8;AFFILIATIONS;194
1.6.6;13. HISTORY, SOCIAL SCIENCE AND GEOGRAPHY EDUCATION: in Finnish Schools and Teacher Education;195
1.6.6.1;ABSTRACT;195
1.6.6.2;INTRODUCTION;195
1.6.6.3;HISTORY, SOCIAL SCIENCE AND GEOGRAPHY IN THE NATIONAL CORE CURRICULUM OF FINNISH COMPREHENSIVE SCHOOLS;197
1.6.6.4;ON THE ESSENTIAL NATURE OF SPECIFIC SUBJECTS;199
1.6.6.4.1;History and History Education;199
1.6.6.4.2;Social Studies and Social Science Education;200
1.6.6.4.3;Geography and Geography Education;202
1.6.6.5;LITERACY OF HUMANITIES (PISA, TIMMS, ICCS);203
1.6.6.5.1;Activating Teaching Methods;205
1.6.6.5.2;Assessment;207
1.6.6.6;THE EDUCATION OF HISTORY, SOCIAL STUDIES AND GEOGRAPHY TEACHERS;208
1.6.6.7;COMMON CHALLENGES;209
1.6.6.8;REFERENCES;211
1.6.6.9;AFFILIATIONS;213
1.6.7;14. ARTS EDUCATION: Instruments of Expression and Communication;214
1.6.7.1;ABSTRACT;214
1.6.7.2;ARTS AND CULTURE IN EDUCATION;214
1.6.7.3;ARTS EDUCATION IN FINNISH SCHOOL SYSTEM;216
1.6.7.4;AIMS OF VISUAL ARTS AT SCHOOL;217
1.6.7.5;CONTENTS OF VISUAL ARTS;219
1.6.7.6;DYNAMICS OF INTERNAL INTEGRATION IN VISUAL ARTS;220
1.6.7.7;SECURE SENSE THROUGH SOUND AND MUSIC;221
1.6.7.8;HANDS-ON ART FOR CLASS TEACHER STUDENTS;223
1.6.7.9;ARTS EDUCATION VISION: WE HEAR THE FUTURE;225
1.6.7.10;REFERENCES;226
1.6.7.11;AFFILIATIONS;228
1.7;PART IV REFLECTIONS: FUTURE SCENARIOS AND INVESTMENTS FOR PATHWAYS OF SUCCESS;229
1.7.1;15. DRAMA EDUCATION IN THE FINNISH SCHOOL SYSTEM: Past, Present and Future;230
1.7.1.1;ABSTRACT;230
1.7.1.2;PAST: THEATRE AND DRAMA TRADITIONS IN THE FINNISH SCHOOL SYSTEM;230
1.7.1.3;PRESENT: DRAMA EDUCATION IN FINLAND IN THE 2000’S;231
1.7.1.4;PRESENT: DRAMA EDUCATION IN TEACHER EDUCATION;234
1.7.1.5;FUTURE: CHALLENGES OF FINNISH SCHOOL SYSTEM AND DRAMA EDUCATION;235
1.7.1.6;REFERENCES;237
1.7.1.7;AFFILIATIONS;239
1.7.2;16. ICTS IN A SCHOOL’S EVERYDAY LIFE;240
1.7.2.1;ABSTRACT;240
1.7.2.2;MEDIA CULTURE IS PART OF CHILDREN’S EVERYDAY LIFE IN FINLAND;240
1.7.2.3;THE RATIONALE FOR ICT: 21ST CENTURY SKILLS;241
1.7.2.4;WILL SCHOOL FADE OUT OF YOUNG PEOPLE’S EVERYDAY LIVES?;243
1.7.2.5;THE NATIONAL PLAN FOR THE EDUCATIONAL USE OF ICTS: SOME PROSPECTS;243
1.7.2.6;RECENT RESEARCH FINDINGS OF THE PRESENT STATE ABOUT THE EDUCATIONAL USE OF ICTS IN FINLAND;246
1.7.2.7;CONCLUSION;248
1.7.2.8;REFERENCES;249
1.7.2.9;AFFILIATIONS;251
1.7.3;17. PUBLIC INSTITUTIONS AS LEARNING ENVIRONMENTS IN FINLAND;252
1.7.3.1;ABSTRACT;252
1.7.3.2;FINLAND – THE LAND OF LIBRARIES AND MUSEUMS;253
1.7.3.3;FROM CULTIVATION TO EDUCATION;254
1.7.3.4;DEVELOPING BY NETWORKING;256
1.7.3.5;STRUCTURES AND PRACTICES IN DIFFERENT LEARNING ENVIRONMENTS;258
1.7.3.5.1;Cultural Paths to Enrich Learning at School;258
1.7.3.5.2;The Pedagogical Practices of Vantaa City Library;259
1.7.3.6;PUBLIC INSTITUTIONS – BOTH OBJECT AND SOURCE OF LEARNING;260
1.7.3.7;RESEARCH INTO PUBLIC INSTITUTIONS AS LEARNING ENVIRONMENTS;260
1.7.3.8;FUTURE PROSPECTS FOR PUBLIC INSTITUTIONS AS LEARNING ENVIRONMENTS;262
1.7.3.9;REFERENCES;263
1.7.3.10;AFFILIATIONS;264
1.7.4;18. LUMA SCIENCE EDUCATION CENTRE: Joy of Science for All Bringing Science, Math and Technology Together;266
1.7.4.1;ABSTRACT;266
1.7.4.2;AROUSING AND SUPPORT OF INTEREST;266
1.7.4.3;NATIONAL LUMA CENTRE;268
1.7.4.3.1;LUMA Centre Supports Teaching, Learning and Interest;269
1.7.4.3.2;LUMA Centre’s Science Classes – New Learning Environments to Support Children, Youth and Teachers;270
1.7.4.3.3;Versatile Learning Environments of ChemistryLab Gadolin in Supporting Learning and Interest;270
1.7.4.3.4;Webzines as Virtual Learning Environments;271
1.7.4.3.5;Camps and Clubs – Interdisciplinary Learning Environments for Children and Youth;272
1.7.4.3.6;MY Camp – International Science Camp for Youth;273
1.7.4.4;FINAL WORDS;273
1.7.4.5;REFERENCES;274
1.7.4.6;AFFILIATIONS;275
1.7.5;EPILOGUE: How to Be Prepared to Face the Future?;276
1.7.5.1;A COMMON AND EQUAL SOCIETY THROUGH EDUCATION;277
1.7.5.2;EVALUATIONS FOR IMPROVEMENTS;278
1.7.5.3;SUPPORTING THE LIFE-LONG LEARNING OF TEACHERS;279
1.7.5.4;CONCLUDING THOUGHTS: THE IMPORTANCE OF SOCIAL COHESION;280
1.7.5.5;REFERENCES;281
1.7.5.6;AFFILIATIONS;282
1.8;BIOGRAPHICAL NOTES;283