PEDAGOGY

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Science teachers’ pedagogical studies in Finland
Jari Lavonen
Summary
An overview of planning, organising and evaluating of science teachers’ pedagogical
studies in Finland is given. Examples are from the University of Helsinki.
1 Introduction
The basic decision behind the structure and contents for teacher education programmes
were decided 30 years ago when separate teacher education colleges and teacher training
schools were joined to become a part of the universities in 1974. From the very beginning
the objective of teacher education has been to educate pedagogically thinking teachers
who are able to think reflectively over their teaching. Although, the study programmes
have changed several times during these 30 years the orientation for research-based
teacher education has stayed same.
The social atmosphere in Finland towards chemistry, mathematics and physics education
has many positive aspects. It is generally accepted that the society has great demand of
trained people with skills in mathematics and sciences. This was clearly expressed in the
national LUMA1
programme (1996-2002) (LUMA Programme, 2004).
First, we will have a look on national educational strategies and how the teacher
education programmes in general are based on those strategies. Second, we will describe
how science teachers’ pedagogical studies is organised at the University of Helsinki.
2 National guidelines for teacher education programmes
Class teachers are teaching almost all subjects in primary school at grades 1-6 (pupils 7 -
12 years old), including mathematics and science. Subject teachers are teaching at grades
7 - 9 (students 12 - 16 years old) in lower secondary school and at grades 10 - 12
(students 16 - 19 years old) in upper secondary school typically two subjects, like
mathematics and physics or chemistry and biology.
Master level programmes for subject teachers are offered by eight universities in Finland.
In all Finnish universities the Bologna process (3 + 2 years study programme) was
completed during the year 2005 (Reform of university degrees, 2005). Only minor
structural changes were needed for existing teacher education programmes: the
qualification of all teachers in Finland was earlier and is also in future a masters degree
1 The acronym LUMA comes from Finnish language terms: Luonnontieteet [Natural Sciences] and
Matematiikka [Mathematics])

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requiring a minimum of 300 credit points (cp.). These credits are in accord with European
Credit Transfer System (1 ECTS = 1 cp. = 27 hours work). However, several pedagogical
changes were made while developing the new teacher education programmes.
Universities in Finland have autonomy and, therefore, they are responsible for developing
the study programmes and evaluating what and how students are learning independently
on their own. Neither there is a national organisation which would take care of teacher
qualification or organising of an exam to evaluate competence of a teacher candidate.
However, it is reasonable that there is interaction between national educational policy and
university level decision making.
According to the general national education strategy Education and Research 2003-2008
(2004) and several previous ones, education at the university shall be based on scientific
research and professional practices in the field. The study programme should especially
provide the students knowledge and skills needed for operating independently as an
expert and developer of their field.
In addition to the general strategy, there have been and are several other strategies
describing goals for teacher education, like Education and Research 2003-2008 (2004),
Teacher Education Development Programme (2002) and Education, Training and
Research in the Information Society (1999). According to them the teacher education
programmes should help students among other things to acquire:
• high-level subject knowledge and pedagogical content knowledge, and knowledge
about how knowledge is constructed,
• academic skills, like research skills; skills to use pedagogically Information and
Communication Technology, skills needed in processes of developing a curricula,
• social skills, like communication skills; skill to cooperate with other teachers,
• knowledge about school as an institute and its connections to the society (school
community and partners, local contexts and stakeholders),
• moral knowledge and skills, like social and moral code of the teaching profession,
• skills needed in developing one’s own teaching and the teaching profession.
A research-based approach as a main organising theme of teacher education, emphasising
teacher’s pedagogical thinking, is typically integrated into the teacher education
programmes in Finland. There is a consensus in Finland that in addition to subject
knowledge, pedagogical knowledge needed in a teacher profession is composed of three
large content areas: pedagogical content knowledge or subject didactics, the theory of
education and practice. A teacher is using this knowledge in his/her pedagogical thinking
when he/she is making and justifying his/her pedagogical decisions in the classroom.
Pedagogical content knowledge integrates subject knowledge and research based
knowledge about teaching and learning in subject teacher education. In the subject
teacher education program this approach is especially emphasised within the pedagogical
studies but also in the studies at the subject department.
According to the national educational strategies and the research-based approach in
teacher education, a teacher should be educated to be an expert in his/her field. This

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policy gives a lot of freedom and responsibility to the teacher. He/she is, for example,
responsible for developing a curriculum for courses based on national guidelines and also
selecting of learning materials. In Finland there are no national inspectors inspecting
teaching, neither there is no systems of national acceptance of learning materials.
However, organiser of local education, typically a municipality, is responsible for
evaluating how the schools are working and student learning at schools (NCCBE, 2004).
4 Subject teacher education programme at the University of Helsinki
At the University of Helsinki the mathematics and science teacher education is organised
in co-operation with the Faculty of Science and the Faculty of Behavioural Sciences as
described in Figure 1 (more Kaivola, Kärpijoki & Saarikko, 2004). Studies are divided
into two parts: the subject is studied at the department of the particular subject (e.g.
Physics) and the pedagogical studies in the Department of Applied Sciences of Education
and two Teacher Training Schools. The main purpose of the subject teacher education
programme is to educate in co-operation with three subject departments, Department of
Applied Sciences of Education and training schools enthusiastic subject teachers with the
competencies described in the previous chapter.
University of Helsinki
Faculty of Behavioural
Sciences
Faculty
of Science
Dept. of
Applied
Sciences of
Education
Teacher
Training
Schools
Dept. of
Applied
Sciences of
Education
University
Practising
Schools
Dept. of
Chemistry
Dept. of
Mathema-
tics and
statistics
Dept. of
Physical
Sciences
Masters level degree of a subject teacher
Subject studiesPedagogical studies
Figure 1. Organisation of the subject teacher education at the University of Helsinki.
Students in subject teacher education programme take a major and a minor in the subjects
they intend to teach in school. Typical combinations in so called mathematical subjects
are mathematics – physics, mathematics – chemistry, mathematics – computer science,
physics – chemistry and chemistry – biology. However, the students are free to choose
also other combinations of subjects, like mathematics – home economics. Students study
their major and minor subjects at the subject departments which are responsible for
organising the subject studies. The Department of Applied Sciences of Education
(previously Department of Teacher Education) is responsible for organising studies for
the 60 cp. of pedagogical studies (second minor). This gives the students in their major

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and minor subject the qualification necessary for teaching positions in all types of
schools. The subject teacher students make their master thesis (40 cp.) in the subject.
(figure 2)
0
20
40
60
80
100
120
140
160
180
Major
Subject
Minor
Subject
Pedagogical
studies
Communication
and language
studies
Bachelor’s level (180 cp.) Master’s level (120 cp.)Master’s level (120 cp.)
Master-
thesis
Master-
thesis
Creditpoints
Figure 2. A typical structure of a master’s degree of a subject teacher.
5 Pedagogical studies
During the pedagogical studies, the students’ subject knowledge, knowledge about
teaching and learning, subject didactics and school practises are integrated into students’
own personal pedagogical theory (Trotman & Kerr, 2001). According to the curriculum
the students should, for example be aware of the different dimensions of the teaching
profession (social, philosophical, psychological, sociological, and historical basis of
education), be able to reflect broadly based on their own personal pedagogical theory on
their own work, and have potential for lifelong professional development.
The pedagogical studies are divided into bachelor’s level studies (25 cp.) and master’s
level studies (35 cp.). The core of the bachelor’s level studies is to acquire basic skills for
teachers. In the master’s level studies the students deepen their pedagogical
understanding. Pedagogical studies consist of studies in general education (E), subject
didactics (S) and teaching practice (P) (see Figure 4). Typically, the following areas are
discussed within subject didactics: teaching and learning mathematics and science,
students’ interest and motivation in mathematics and science, national and local
curriculum and curriculum planning, teaching methods, ICT in mathematics and science
education, evaluation and research methodologies in mathematics and science education
research. Studies are divided into four modules, placed to the 4 teaching periods of the
university and to master’s and bachelor’s level studies as described in figure 3. The first
module introduces “theoretical basis” for teaching and learning of a subject. Students are
also visiting schools and observing lessons and, moreover, participating in micro teaching

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sessions. In module 2 the students have their first teaching practice. The students plan in
small co-operative groups teaching sessions and also teach together in a classroom. In the
third module focus is on evaluation and reflection in all levels: starting from students’
self evaluation and ending to the evaluation of operations of a school. Moreover, the
students participate in an applied teaching practice, for example, in a vocational school.
In the fourth module the students have their masters’ level practice. They collect also
empirical data, based on research questions, analyse the data and write a pedagogical
theses during the practice. Separate modules of the four module program can be chosen
in sequential years in any phase of the subject teacher education programme.
Module 3 (17 cp.)
E III: Social, historical, and
philosophical basis of
education (5 cp.)
S III: Seminar on curriculum
work and evaluation of learning
and teaching (7 cp.)
P II: Applied practice (5 cp.)
Module 4 (18 cp.)
E IV + A IV: “Teacher as a
researcher” seminar (10 cp.)
P III: Master’s level practice in
Teacher Training School (8 cp.)
Autumn (Bachelor’s level 25 cp.) Spring (Master’s level 35 cp.)
Module 1 (15 cp.)
E I: Psychology of development
and learning (4 cp.)
E II: Special needs
education (4 cp.)
E + S I: Theoretical,
psychological, and didactical
basis related to teaching and
learning a subject (7 cp.)
Module 2 (10 cp.)
S II: Seminar on teaching
methods and planning (3 cp.)
P I: Teaching practice in
Teacher Training School (7 cp.)
Figure 3. Pedagogical studies of a subject teacher (E = education, S = subject didactics
and P = teaching practice)
One third of the pedagogical studies is teaching practice. According to the feedback from
the students, teaching practice is evaluated by the students very highly compared to other
courses in the training. Teaching practice is very practical and hands-on type of work and
that explains, at least partly, why it is so highly valued. Many students feel, especially in
the beginning of their studies, that “theory” or research based knowledge about teaching
and learning a subject is something that they must study but which is not closely related
to actual work as a teacher.
Formal teaching about “theory” is easily apart from teaching practice and, therefore, may
not be an appropriate approach to combine “theory” and practice together. Therefore,
"theory" in teacher education is linked to school practice in several ways. For example
during the lectures and seminars our approach is problem oriented that is based on or
related to theoretical framework. To be able to do this, it requires the students to read
reference books, web pages, research articles, and attend lectures. Moreover, theory and
practice is related by using portfolios and portfolio assessment as a part of studies. When
working on portfolios the students are made to consider both theoretical knowledge and
practical work.
It is considered important, that a teacher student does not think that a single teaching
method could solve all pedagogical problems in the classroom. For these purposes we

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have prepared a web based learning environment which introduces several teaching
methods suitable for science education. In this environment teaching methods are divided
in four families: 1) experimental teaching methods, 2) teaching method that support
social interaction, 3) teaching methods that support information processing and 4)
teaching methods that support problem solving (Joyce, Weil & Calhoun, 2003). In every
family there are several models of teaching introduced (Table 1).
Table 1. The logical structure of the web based learning environment for teaching
methods.
Family Goals Models/Strategies
Experimental To develop
− acquisition of scientific knowledge
– development of different work or
process related skills
– understanding of nature of natural
sciences
− student attitudes and motivation to
study science
Observation, Inquiry Training,
Concept Attainment,
Exercises, Experiences and
Investigations,
Practical Work, Teacher
Demonstrations, Classroom Practicals,
Small-Group Activities, etc.
Small group
working
To develop
− social skills
− communication skills
Cooperative Learning, Group
Discussion, Role Playing, Debate, etc.
Information
Processing
To develop
− logical thinking processes
− thoughtful citizens and critical
thinking.
Learning by Reading and Writing,
Advanced Organizers, Mind Mapping,
Memory Model
Creative Problem
Solving
To develop
− divergent thinking
− creative skills
– resources to see things in new/
different ways
Problem Solving, Brainstorming,
Overall Mapping of Problem Situation
Each section starts with an introduction where theoretical background of the model is
given (how this model supports learning, what is the cognitive background of the model
etc.). Secondly, the syntax of the model is introduced with several examples. Thirdly,
cases in the context of different content areas of science and technology are presented.
Furthermore, there are information sections about evaluation and different models of
evaluation.
Conclusions
Although there are several national strategies, like Education and Research 2003-2008;
Development Plan (2004), guiding teacher education, all universities in Finland are
responsible themselves for developing and evaluating teacher education programme. In
Helsinki University this work is done collaboratively together with the staff from subject
departments, Department of Applied Sciences of Education, Training Schools and
students.
The teacher education program is aiming to provide the students knowledge and skills

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needed for operating as an expert in science and mathematics education and, moreover,
skills to develop this field. Especially, the teacher education programmes help students to
acquire:
1 high-level subject knowledge and pedagogical content knowledge, and knowledge
how knowledge is construed,
2 skills needed in processes of developing a curricula and ones own teaching,
3 skills, like communication skills; skill to cooperate with other teachers; ICT skills,
4 knowledge about school as an institute and its connections to the society (school
community and partners, local contexts and stakeholders),
5 moral knowledge and skills, like social and moral code of the teaching profession.
A research-based approach has been adopted in teacher education as a main organising
theme, emphasising teacher’s pedagogical thinking. According to this principles all
teachers in Finland have masters’ level degree and they prepare a masters’ thesis. The
aim of the thesis is to train students to find and analyse problems they face in their future
work. These small scale researchers training improve teachers’ competence to plan, teach
and evaluate.
References
Education and Research 2003-2008; Development Plan (2004). Publications of the
Ministry of Education, Finland 2004:8. Available online:
http://www.minedu.fi/julkaisut/koulutus/2004/opm08/opm08.pdf
Education, Training and Research in the Information Society: A National strategy for
2000-2004. (1999) Helsinki : Ministry of Education. Available online:
http://www.minedu.fi/julkaisut/information/englishU/welcome.html
Joyce, B., & Weil, M., & Calhoun, E. (2003). Models of teaching (7th ed.). Boston:
Allyn & Bacon
Kaivola, T, Kärpijoki, K. & Saarikko, H. (Eds.) (2004). Towards Coherent Subject
Teacher Education: Report on the Collaborative Improvement Process and
International Evaluation. Helsinki: Evaluation projects of the University of
Helsinki, 21.
LUMA- Programme. (2004). Finnish Know-how in Mathematics and Natural Sciences in
2002. Available in the Internet
[http://www.minedu.fi/minedu/education/luma/finn_knowhow.html] visited
25.5.2004.
NCCBE (2004). National Core Curriculum for Basic Education 2004. Helsinki: National
Board of Education.
Reform of university degrees. (2005). Ministry of Education. Available online:
http://www.minedu.fi/julkaisut/pdf/tutkintouudistus_en.pdf
Teacher Education Development Programme. (2002) Helsinki : Ministry of Education,
Department for Education and Research Policy. Available online:
http://www.minedu.fi/julkaisut/OPEKO/opekoeng.pdf
Trotman, J. & Kerr, T. (2001). Making the Personal Professional: pre-service teacher
education and personal histories. Teachers and Teaching: theory and practice, 7 (2),
157-171.

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