Science Teacher Education in Finland : Its System and Characteristics, Focusing on Pre-service Teacher Training

Abstract

In this article, the present form of science (mainly physics and chemistry) teacher training in Finland is described with special reference to the case of the University of Jyväskylä and the University of Helsinki. The article is divided into a description of the primary school teacher (class teacher) and secondary school teacher education (subject teacher). All teachers in Finland, both on the primary and secondary levels, have at least a master's degree. The faculty of education (faculty of behavioural sciences in Helsinki) is responsible for teacher (primary school teacher) education. Subject teachers are trained in co-operation with different subject departments of different faculties and departments of teacher education (department of applied science of education in Helsinki) and university teacher training schools. We show that pre-service teacher training has been an introduction for continuing professional development. Research-based approaches have been employed in teaching at university for educating teachers as researchers. Therefore, theoretical knowledge is enhanced and also pedagogical content knowledge (PCK), which Lee SHULMAN proposed, is regarded as one of the most important knowledge for teachers in the pre-teacher training system in Finland.