Doctoral-Level Teacher Educators in Finland

This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details. Author(s): Title: Year: Version: Copyright: Rights: Rights url: Please cite the original version: CC BY 4.0 https://creativecommons.org/licenses/by/4.0/ Doctoral-Level Teacher Educators in Finland © Authors 2023 Published version Männistö, Perttu; Fornaciari, Aleksi; Rautiainen, Matti Männistö, P., Fornaciari, A., & Rautiainen, M. (2023). Doctoral-Level Teacher Educators in Finland. Beitrage zur Lehrerinnen- und Lehrerbildung, 41(1), 92-103. https://doi.org/10.36950/bzl.41.1.2023.10057 2023 BzL BEITRÄGE ZUR LEHRERINNEN-UND LEHRERBILDUNG Zeitschrift zu Theorie und Praxis der Aus- und Weiterbildung von Lehrerinnen und Lehrern 41. Jahrgang – Heft 1/2023 E-Offprint Hinweis zum Copyright Die «Beiträge zur Lehrerinnen- und Lehrerbildung» (BzL) sind eine Open-Access- Zeitschrift ohne Embargo-Frist für die einzelnen Artikel. Der Autor/die Autorin ist frei, die in den BzL publizierte Version («version of record», d.h. den hier vorliegenden E-Offprint) unter der Lizenz Creative Commons Attribution 4.0 International (CC BY 4.0) über weitere Kanäle (z.B. Repositorien, Plattformen, Websites) öffentlich zugänglich zu machen. Beiträge zur Lehrerinnen- und Lehrerbildung Organ der Schweizerischen Gesellschaft für Lehrerinnen- und Lehrerbildung (SGL) Erscheint dreimal jährlich ISSN 0259-353X 1 BEITRÄGE ZUR LEHRERINNEN- UND LEHRERBILDUNG, 41 (1), 2023 Editorial Dorothee Brovelli, Christian Brühwiler, Bruno Leutwyler, Sandra Moroni, Afra Sturm und Markus Weil 3 Gutachterinnen und Gutachter des 40. BzL-Jahrgangs (2022) 6 Schwerpunkt Promotionen an Pädagogischen Hochschulen Horst Biedermann, Heinz Rhyn und Olivia Rütti-Joy Zur Bedeutung des dritten Zyklus für Pädagogische Hochschulen 7 Noëmi Eglin und Martina Weiss Zur Position von swissuniversities zum Doktorat 22 Beat A. Schwendimann Überfälliges Promotionsrecht für Pädagogische Hochschulen aus Sicht des Berufsverbands LCH 26 Kai Niebert, Susanne Metzger und Elena Makarova Promovieren oder promoviert werden – Chancen und Heraus forderungen kooperativer Doktorate für die Fachdidaktiken in der Schweiz 30 Markus Wilhelm, Esther Brunner, Markus Rehm und Dorothee Brovelli Fachdidaktische Dissertationen in Kooperation mit dem Ausland 48 Catherine Ferris-Diederich und Andrea Maria Schmid Institutionelle Strukturen für Doktorierende an Schweizer Pädagogischen Hochschulen 61 Martin Fix Von «eigenständiger Prägung» zum «universitären Profil»: Zur Ent wicklung der Pädagogischen Hochschulen und ihres Promotionsrechts in Baden- Württemberg 75 Perttu Männistö, Aleksi Fornaciari und Matti Rautiainen Doctoral-Level Teacher Educators in Finland 92 Forum Annelies Kreis, Marco Galle, Michael Hürlimann, Liana Pirovino und Jennifer Shepherd Praxiszentren – Berufspraktische Lehrpersonenbildung im kooperativen Raum zwischen Schulfeld und Hochschule 104 Richard Kohler und Silke Hauri «Wer allein arbeitet, addiert. Wer zusammen arbeitet, multipliziert.» 124 2 BEITRÄGE ZUR LEHRERINNEN- UND LEHRERBILDUNG, 41 (1), 2023 Annelies Kreis und Marco Galle Kooperative Lehrpersonenbildung im Netzwerk: Die Frage nach der Vermittlung zwischen schulischen und hochschulischen Akteurinnen und Akteuren 132 Karen Johannmeyer und Colin Cramer Fortbildung von Schulleitungen in der Berufsbiografie. Pro grammanalyse zur Qualifizierung schulischer Führungs  personen 136 Regula Fuchs und Kristel Ross «I would definitely do it again»: Das Potenzial von filmbasierten didaktischen Handlungsmodellen für die Ausbildung von Fremd sprachenlehrpersonen an den Pädagogischen Hoch schulen 151 Rubriken Buchbesprechungen Drerup, J. & Schweiger, G. (Hrsg.). (2019). Handbuch Philosophie der Kindheit. Stuttgart: Metzler (Gisela Unterweger) 165 Schweitzer, F. (2020). Religion noch besser unterrichten. Qualität und Qualitätsentwicklung im RU. Göttingen: Vandenhoek & Ruprecht (Ulrich Riegel) 167 Heinrichs, K. & Reinke, H. (Hrsg.). (2019). Heterogenität in der beruflichen Bildung. Im Spannungsfeld von Erziehung, Förderung und Fachausbildung. Bielefeld: wbv (Steffi Badel und Jürgen van Buer) 170 Bader, N. (2019). Zeichnen – Reden – Zeigen. Wechselwirkungen zwischen Lehr LernDialogen und Gestaltungsprozessen im Kunstunterricht. München: kopaed (Edith GlaserHenzer) 172 Schreiner, C., Wiesner, C., Breit, S., Dobbelstein, P., Heinrich, M. & Steffens, U. (Hrsg.). (2019). Praxistransfer Schul und Unterrichtsentwicklung. Münster: Waxmann (Michael Fuchs) 174 Wartenweiler, H. (2021). Tools. Das Lehren vom Lernen her denken. Eine Instrumentelle Didaktik mit empirisch fundierten Werkzeugen für wirksamen Unterricht. Baltmannsweiler: Schneider Verlag Hohengehren (Kathrin Futter) 176 Neuerscheinungen 178 Zeitschriftenspiegel 180 92 BEITRÄGE ZUR LEHRERINNEN- UND LEHRERBILDUNG, 41 (1), 2023 Doctoral-Level Teacher Educators in Finland Perttu Männistö, Aleksi Fornaciari, and Matti Rautiainen Abstract Teacher education in Finland has reached a respectable 160 years of age. However, only for the past fifty years teacher education has been a part of the university institution. Before that, teachers were educated in teacher seminars. The changing educational needs of the welfare society caused teacher education to become part of the university institutions. The academization process of teacher education has not been smooth as the historical conditions of Finnish teacher education have emphasised strict norms and teachers’ practical skills have clashed with the need to train teachers who can do research and understand educational theories in relation to society. This push-and-pull process of practice versus theory provides even today ground for debates in Finnish teacher education. During the time that teacher education has been a part of universities, the relationship between training doctors and teacher education has varied. First, teacher educators were trained to become doctors mostly out of their own interest. In the second phase, teacher education had a strategic need to become more academic through training doctors. In the third, and current, state, teacher education departments all around Finland are systematically training Doctors of Education to meet the needs of changing society. Teacher educators of today are expected to both teach and research, and training doctors in education is at the heart of this process. Indeed, Finnish teacher education departments are trying their hardest to find answers through research-based methods to answer the needs of society, to advance teacher education and to make education in general better. In addition, larger and more complex funding programs have made it possible to have national and international collaboration between teacher education departments. Hence, we think that the future of Finnish research-based teacher education revolving around Doctors of Education is positively open. Keywords Finnish teacher education – Doctor of Education – researchbased education – phenomenon-based education Promovierte Lehrpersonenbildnerinnen und Lehrpersonenbildner in Finnland Zusammenfassung Obwohl die Lehrpersonenbildung in Finnland bereits ein beachtliches Alter von 160 Jahren erreicht hat, ist sie erst seit fünfzig Jahren den Universitäten angegliedert. Zuvor wurden Lehrpersonen in Lehrerseminaren ausgebildet. Die sich ändernden Bildungsbedürfnisse der Wohlfahrtsgesellschaft führten dazu, dass die Lehrpersonenbildung Teil der universitären Institutionen wurde. Der Akademisierungsprozess der Lehrpersonenbildung verlief jedoch nicht reibungslos, da die historischen Bedingungen der finnischen Lehrpersonenbildung, die strengen Normen unterliegt und die praktischen Fähigkeiten der Lehrpersonen in den Vordergrund stellt, mit der Notwendigkeit kollidierten, Lehrpersonen auszubilden, die forschen und Bildungstheorien in Bezug auf die Gesellschaft verstehen können. Dieses Spannungsfeld zwischen Praxis und Theorie sorgt auch heute noch für Debatten in der finnischen Lehrpersonenbildung. Seit die Lehrpersonenbildung an den Universitäten angesiedelt ist, hat sich das Verhältnis zwischen der Ausbildung von promovierten Lehrpersonenbildnerinnen und Lehrpersonenbildnern und der Lehrerinnen- und Lehrerbildung allgemein unterschiedlich entwickelt. Anfänglich doktorierten Lehrpersonenbildnerinnen und Lehrpersonenbildner hauptsächlich aus eigenem Interesse. In 93 Doctoral-Level Teacher Educators in Finland einer zweiten Phase entwickelte die Lehrerinnen- und Lehrerbildung ein strategisches Bedürfnis, durch die Ausbildung promovierter Mitarbeitender akademischer zu werden. In der dritten und gegenwärtigen Phase bilden die Lehrpersonenbildungseinrichtungen in ganz Finnland systematisch Doktorinnen und Doktoren der Erziehungswissenschaften aus, um den Anforderungen der sich wandelnden Gesellschaft gerecht zu werden. Heute wird von Lehrpersonenbildnerinnen und Lehrpersonenbildnern erwartet, dass sie sowohl lehren als auch forschen, und die Ausbildung von promovierten Mitarbeitenden im Bildungswesen steht im Mittelpunkt dieses Prozesses. In der Tat bemühen sich die finnischen Lehrpersonenbildungsabteilungen stark, durch forschungsbasierte Methoden Antworten auf die Bedürfnisse der Gesellschaft zu finden, die Lehrpersonenbildung voranzubringen und die Bildung im Allgemeinen zu verbessern. Darüber hinaus haben umfangreiche und komplexe Finanzierungsprogramme die nationale und die internationale Zusammenarbeit zwischen Bildungsinstitutionen für Lehrpersonen ermöglicht. Wir sind folglich der Ansicht, dass die Zukunft der finnischen forschungsbasierten Lehrpersonenbildung, die das Doktorat in den Erziehungs und Bildungswissenschaften in den Mittelpunkt stellt, im positiven Sinne noch offen und weiter ausbaufähig ist. Schlagwörter Lehrpersonenbildung in Finnland – Doktorat in Erziehungs und Bildungswissenschaft – forschungsbasierte Ausbildung – phänomenbasiertes Lernen 1 Introduction Teacher education in Finland has become world-renowned, mostly because of the highlevel Programme for International Student Assessment (PISA) results in the 2000s. Finland’s master’s-level teacher education has largely been credited for the Finnish pupils’ success in PISA (e.g., Sahlberg, 2015) though making such a direct connection is not possible simply based on the PISA data (Kivinen & Hedman, 2017). Nevertheless, teacher education has played a key role in the Finnish education system since the 19th century, especially after the Second World War, when the building of a Finnish welfare state based on ideas of equality and justice began. In welfare-state ideology, education is a promise of a better future for all citizens, and qualified teachers act as professionals redeeming this promise. Teachers are highly respected professionals in Finnish society. Consequently, primary and special-teacher education programmes are popular among university applicants (see Education Statistics Finland, 2022). The MAlevel qualification supports the general respect for the teaching profession and plays an integral part in the idea of research-based teacher education. In practice, research-based teacher education means that teacher education’s curricula and teaching are based on relevant research on education, which is also carried out by teacher educators themselves. Indeed, Finnish teacher educators belong to the university community, and their work contains both teaching and research. Therefore, nowadays, many teacher educators have a doctor’s degree. To be sure, highly qualified teacher educators having doctoral degrees have played an essential part in the development of research-based teacher education for decades. 94 BEITRÄGE ZUR LEHRERINNEN- UND LEHRERBILDUNG, 41 (1), 2023 In this article, we first describe some of the historical developments that have led to many teacher educators having doctoral degrees – we call this development the «academisation process of Finnish teacher education». Indeed, as Finnish teacher education has a long history of being based on strict norms and practical skills of the teachers (see, e.g., Ojakangas, 1997; Rantala, 1997, 2010), it is political struggles which have led to teacher education in Finland becoming academic. We can offer only an incomplete description of the academisation process because there does not exist comprehensive research literature on the topic. After giving a brief introduction to the history of the academisation process of Finnish teacher education, we discuss how, in our opinion, the academisation process has influenced teacher education. Furthermore, we do our best to elucidate what kinds of challenges contemporary Finnish education faces and how these challenges are being addressed. More so, we try to fill gaps with our own experiences as teacher educators and additional data that is not directly connected to our topic. 2 A brief history of the academisation process of Finnish teacher education The roots of publicly financed Finnish teacher education can be traced to the 1850s and 1860s. Tsar Alexander II gave orders to the Senate to improve the school conditions in autonomous Finland, resulting in a plan for a school system for both boys and girls. The emergence of a national comprehensive school system required trained teachers, and the first teacher training seminar for men and women was established in Jyväskylä in 1863. Simultaneously, the education of subject teachers began at the University of Helsinki to ensure pedagogically skilled teaching and teachers in upper secondary schools. Teacher education remained basically the same (in structure and culture) for a hundred years, until the 1950s and 1960s. Criticism of the school system grew after the Second World War and led to a large reform (nine-year comprehensive school for all) in the 1960s and 1970s. Critique toward the old system was especially strong among leftist parties who stressed the inequality of the old system. For example, people would have different school paths based on whether the family was able to afford tuition or not. The criticism of inequality in the school system was part of the larger transformation of Finnish society towards a welfare society. In 1974, teacher training was reformed as well (Kuikka, 2010). In consequence, teacher training seminars were abolished (in Jyväskylä this happened much earlier in 1934), and new teacher education departments were established at universities in the faculties of education. The new departments were responsible for master’slevel teacher education programmes, with sixty European Credit Transfer and Accumulation System (ECTS) credits for pedagogical studies for subject teachers (see, e.g., Rantala & Rautiainen, 2013). Teacher education was academised via this reform, which changed the nature of the entirety of teacher education. While the hundred-year history of teacher seminars’ culture 95 Doctoral-Level Teacher Educators in Finland had been based on the development of teachers’ practical work, academised teacher training began to emphasise the meaning of research and theory, not only as background for teaching but also in practice, as part of master’s-level teacher education programmes and teacher educators’ work. However, the conditions of teacher education based on teachers’ practical work were not immediately ready for this change (see, e.g., Kallioniemi, Toom, Ubani, & Linnansaari, 2010; Kuikka, 2010). The reform of teacher education was a sum of different factors. First, changing to a nine-year comprehensive school system required a new kind of teacher education. Second, the general reform of university education in Finland affected teacher education as well. Third, the welfare society’s idea of highly educated citizens required academically trained, professional teachers. Thus, the reform of teacher education was a mixture of political goals, changes in the university context, and teachers’ work. The change created also tensions. As practical skills were emphasised earlier in the teacher’s profession, academic status was seen as a threat, causing teachers’ practical skills to weaken. In addition, many scholars were critical of the idea of teacher education as part of the academic context – on the one hand, because practical skills were at once at the core of the teaching profession and, on the other hand, because primary school teacher programs did not exist anywhere in Finland. However, distinct universities had quite different relationships with teacher education and educational sciences. For example, at the University of Jyväskylä the transition was easier because Jyväskylä University had strong roots in teacher education and educational sciences (Rantala & Rautiainen, 2013). Rautiainen, Saukkonen, and Valtonen (2013) interviewed professors who had worked at the department of teacher education in the 1980s and 1990s, asking about the professors’ views on the academisation process of teacher education at its initial stage. The professors highlighted the resistance of both students and teacher educators against the reform. According to students, research studies were pointless because teachers do not need research skills in schoolwork. Many lecturers shared this opinion (Rautiainen et al., 2013). Of note, some teacher educators were already doing research. Still, at this time, conducting research was more an individual choice of the lecturer, not a strategy of the institution. As part of the reform, new professor positions were established in teacher education. The qualification criteria for lecturers remained at the master’s level. Nevertheless, in the larger picture, as teacher education became a part of the university institution, this pressured teacher education departments to implement the systematic training of doctoral students. As departments needed doctoral-level teacher educators and students had to be offered the possibility of continuing their studies in a doctoral program, it was only a matter of time before the doctoral programs would become more established in Finnish teacher education. The doctoral training of Finnish teacher educators following the academisation process can be summarised in three stages, as shown in Figure 1. As mentioned, there is quite 96 BEITRÄGE ZUR LEHRERINNEN- UND LEHRERBILDUNG, 41 (1), 2023 a long history of teacher educators having doctoral degrees in Finland, but until the beginning of the 21st century, it was more the teacher educator’s own choice to gain a doctoral degree rather than a clear, collective goal of the organisation. Thus, in the first stage, the teacher educator’s own will was the main impetus behind completing a doctoral degree. Nonetheless, after the academisation of teacher education, the pressure to raise the number of doctorates in the staff became evident (Rantala & Rautiainen, 2013). The second stage can be traced back to the early 2000s when teacher education institutions started to promote doctoral studies as part of their strategic planning. The history of the academisation of teacher education at this point had been long enough for professors to have constructed their own research groups. During the second stage, the doctorate itself was appreciated, but the discipline that the teacher educators had focused on in their doctoral training was not necessarily appreciated in the same way. In addition, it was enough to have a licentiate’s degree to qualify for a lecturer’s position until the early 2010s. The second stage remained short-lived because, in 2010, a radical university reform was implemented. From the beginning of 2010, universities were no longer directly governed by the state. Universities became more autonomous institutions with financing linked to the number of graduated students as well as the quantity and quality of universities’ research. Later in the 2010s, universities and faculties were encouraged to profile their work, which meant narrowing down research fields. More over, teacher educators’ qualification criteria were raised, resulting in the requirement to have a doctoral degree for a university lecturer’s position. As a result of the profiling, the doctoral degrees of new teacher educators came mostly from educational science while previously they had been from different disciplines due to the interdisciplinary background of the staff. Figure 1: The three stages of doctoral training in the history of the academisation process of teacher education in Finland. 103 Doctoral-Level Teacher Educators in Finland University of Helsinki. (2019). Uudistuva opettajankoulutus – Kestävää tutkimusperustaista opettajankoulutusta ja uutta luovaa opettajien osaamista rakentamassa. Retrieved from https://www2.helsinki.fi/fi/ projektit/uudistuva-opettajankoulutus Authors Perttu Männistö, Doctor of Education, University of Jyväskylä, Department of Teacher Education, [email protected] Aleksi Fornaciari, Doctor of Education/PhD, University of Jyväskylä, Department of Teacher Education, [email protected] Matti Rautiainen, Doctor of Education, University of Jyväskylä, Department of Teacher Education, [email protected]