Outcomes of primary teacher education in Finland : an exit survey
Saloviita, T., & Tolvanen, A. (2017). Outcomes of primary teacher education in Finland : an exit survey. Teaching Education, 28(2), 211-225. https://doi.org/10.1080/10476210.2016.1245281
Published inTeaching Education
© 2016 Informa UK Limited, trading as Taylor & Francis Group. This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
Seven final year cohorts of Finnish pre-service primary teachers (N = 384) were given an exit survey, which measured their estimated attainment of knowledge and experience in the 10 domains of professional activity considered critical for new teachers in the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The results indicated that the profile of the graduates was uneven, showing low levels of satisfaction in the fields of special education and cooperation but high levels of satisfaction in the fields of reflective practice and planning. The satisfaction with the estimated knowledge and experience achieved was divided into three components of pedagogic, instructional and complex skills satisfaction. The central role of teaching practice was considered to be reflected in the results. The areas of low satisfaction were those in which the amount of teaching practice in the teacher education curriculum was considered insufficient to generate enough experience. This was especially so in the field of special education and in meeting the diverse needs of students. The 10-item INTASC scale showed sufficient psychometric qualities. The results are also discussed in terms of the suggested exceptional quality of Finnish teacher education. ...
PublisherRoutledge; University of Queensland
ISSN Search the Publication Forum1047-6210
Publication in research information system
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