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ERIC Number: EJ1151596
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0260-7476
Explicit and Implicit Perspectives on Research-Based Teacher Education: Newly Qualified Teachers' Experiences in Finland
Aspfors, Jessica; Eklund, Gunilla
Journal of Education for Teaching: International Research and Pedagogy, v43 n4 p400-413 2017
Much of the international debate and research on teacher education has centred on how the preparation of teachers should be organised. In contrast to many other countries, teacher education in Finland has been university-based for decades and has a strong research-based approach. This inductive study describes newly qualified teachers' (NQTs) experiences of research-based teacher education. The study uses data from semi-structured interviews with 10 newly qualified primary school teachers that were conducted in 2016, directly after they had finished their master's degrees but had not yet begun to work as teachers. A qualitative content analysis identified three main knowledge areas that describe NQTs' experiences: "personal development," "teacher professional competence" and "research competence." The results demonstrate that students in research-based teacher education gain a solid basis for their future teacher profession, as well as experiencing legitimacy and a high level of status in society. Their education encourages them to become innovative and professional teachers who are prepared to honour the trust and autonomy given to them by society.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A