The Value Teachers Add to Educational Systems: The Case of Finland

Abstract

The purpose of this paper is to provide information for researchers and policy makers aiming atsystematic improvement in teacher education in Turkey by highlighting possible lessons to be taken from Finland. Tosee the value added by Finnish teachers and teacher educators, the paper both reviews the philosophy behind teachereducation in Finland and portrays the findings from a six-month qualitative inquiry. In an ethnographic research design,an in-depth analysis of the „teaching culture‟ was carried out through interviews, close observations, readings,interpretations, and document analysis. Current practices were investigated through 84 hours of participantobservations, 36 hours of assistant teaching; and individual interviews done with 12 in-service teachers, 23 pre-serviceteachers, and 7 teacher educators. All data were compiled and conclusions were derived. The findings were presentedunder the headings of (1) philosophy and policy, (2) selection of student teachers, (3) pre-service years, and (4) inserviceyears. In this context, three main steps could be taken to improve teacher education in Turkey: (a) attract thebest individuals to the profession with appropriate selection procedures; (b) provide the right training (no alternativeroute) with a considerable emphasis on research and practicum; and (c) respect teachers and trust on their autonomy tostrengthen their social status.