Subjec eache educa ion as a
p isone o i s own adi ion
Expe imen s in ma hema ics and
science o b eak ou o he ou ine
Ha y Sil e be g
In oduc ion
In Finland, ma hema ics, physics, chemis y and in o ma ion
echnology a e usually e e ed o as ma hema ical subjec s. This
chap e in oduces ou e o ms conce ning he subjec eache
educa ion p og ammes in he ma hema ical subjec s ca ied ou in
he School o Educa ion a he Uni e si y o Tampe e du ing he
las wo decades. Each o hese e o ms in hei own way challenged
he adi ional ideas o wha ype o s uc u e he subjec eache
educa ion p og amme should and could ha e, wha con en s i
should ha e, and which ins i u ions should be esponsible o he
Ee o Ropo & Rii a Jaa inen (eds),
Subjec Teache Educa ion in T ansi ion: Educa ing Teache s o he Fu u e
Tampe e: Tampe e Uni e si y P ess, 181–201.
h p://u n. i/URN:ISBN:978-952-359-016-8
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Ha y Sil e be g
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adminis a ion o each sec o o he educa ion. In his chap e , my
aim is o examine, as objec i ely as possible, he mo i es leading o
he onse o hese de elopmen p ojec s, he basic ideas behind he
p ojec s and he li e cou se o each p ojec . Some o he p ojec s a e
s ill ongoing, some o hem ha e ended and o he s will end soon.
Howe e , one mus emembe ha al hough p ojec s end, many o
hei inno a i e backg ound ideas con inue hei li es in some o he
o m in he p ac ices o he ins i u ion. As a as he comple ed
p ojec s a e conce ned, we also examine he easons leading o he
end o he p ojec s despi e ha ing had qui e a gene al ag eemen on
he alue and inno a i eness o he expe imen s.
The con en s o he cu iculum o subjec eache educa ion a e
checked and modi ied a in e als o wo o h ee yea s, he pu pose
o which is o enew he en i e cu iculum o he eache educa ion
uni . Ne e heless, om ea lie cu icula, one can no ice ha he
basic s uc u e o he cu iculum has emained almos unchanged
o a su p isingly long ime. Subjec eache educa ion has a s ong
adi ion ha seems o esis changes ha may be oo adical bu
pe haps changes ha would be necessa y and pe haps e en de igueu .
Fo a long ime, sligh ly mo e han one hi d o he pedagogic s udies
(60 ETCS) has consis ed o basic s udies in (gene al) educa ion, abou
one hi d eaching p ac ice, and he es , i.e. sligh ly less han one
hi d, consis s o subjec didac ic s udies. Howe e , se e al di e en
issues ha e c ea ed p essu e o change subjec eache educa ion –
e en qui e adically – and especially in ma hema ical subjec s. The
p essu e has a ge ed bo h e o ming he s uc u es o subjec eache
educa ion p og ammes and de eloping he con en s o indi idual
cou ses wi hin he p og amme. The p essu es o change ha e been
caused, among o he hings, by he ollowing issues:
Fi s , h oughou he 1990s, we we e unable o ob ain a su icien
numbe o s uden s o he eache aining p og ammes in he
ma hema ical subjec s as hey we e ec ui ed om ou own uni e si y
only. Each yea , jus a ew s uden s comple ed pedagogical s udies o
Subjec eache educa ion as a p isone o i s own adi ion
183Subjec eache educa ion in ansi ion
quali y as subjec eache s o ma hema ics, physics o chemis y. The
same end was also e iden in o he Finnish uni e si ies. Toge he
wi h he depa men o ma hema ics, we decided ha we needed o
make he ec ui men o p ospec i e eache s in ma hema ics, physics
and chemis y mo e a ac i e, one way o ano he . A he same ime,
he e was an imbalance in he s udy modules o he ma hema ical
subjec s o e ed a he Tampe e Uni e si y o Technology (TUT)
and he Uni e si y o Tampe e (UT). The s uden s o ma hema ical
subjec s in UT comple ed all o hei s udies in physics and chemis y
in TUT, he s uden s a TUT, on he o he hand, we e only o e ed a ew
cou ses a UT. The nego ia ions be ween he uni e si ies concluded in
an ag eemen which gua an eed ha he s uden s a TUT had he
possibili y o comple e pedagogical s udies in ma hema ical subjec s
a UT wi hin an ag eed quo a.
Second, since he end o he 1990s, he comp ehensi e schools
wi h bo h p ima y and lowe seconda y schools in hem became
inc easingly common in Finland (c . Rajakal io 2011). Acco ding
o S a is ics Finland in 2018 a o al o 2,234 comp ehensi e schools
we e in ope a ion, 20 pe cen o which we e join schools comp ising
g ades 1 o 9. The comp ehensi e schools, comp ising g ades 1–9, a e
supe ised by he same adminis a ion, and he co e cu iculum has
been planned o ensu e he s uden s’ ansi ion om he p ima y
school o he lowe seconda y school goes as smoo hly as possible.
One o he objec i es o he uni ica ion is o enable as many eache s
as possible o each a bo h he p ima y and lowe seconda y
le els, accoding o hei expe ise. The p oblem he Finnish eache
educa ion sys em encoun e s he e is he ac ha ou eache educa ion
p og ammes do no usually quali y s uden eache s o each in he
en i e comp ehensi e school. P ima y eache educa ion p og amme
quali ies g adua es o wo k only as class eache s a he g ades 1
h ough 6 and subjec eache educa ion p og ammes quali y o each
a he g ades 7 h ough 12 hose subjec s ha he eache has made
60 ECTS poin s o mo e. The pu pose o he AIKAMA p og amme,
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a new ype o eache educa ion p og amme de eloped in he acul y,
was o mee his challenge especially.
Thi d, acco ding o se e al s udies (e.g. Juu i e al. 2010;
Me enluo o e al. 2003; Pehkonen 2011), he p ospec i e p ima y
school eache s’ knowledge o ma hema ics du ing ha ime was
insu icien . The weak compe ence in ma hema ics led o a si ua ion
whe e oo ew s uden s specialized in ma hema ics. By de eloping
he Didac ical Ma hema ics s udy module (25 ECTS), oge he wi h
he depa men o he ma hema ics a he Uni e si y o Tampe e, we
ied o encou age p ospec i e p ima y school eache s o choose
ma hema ics as a mino subjec in hei deg ee. We also encou aged
hem o econside hei a i udes acco ding o which uni e si y le el
ma hema ics is insupe ably di icul o hem.
Fou h, we also looked o a sa is ac o y solu ion o he p oblem
o he main subjec : A ha ime, he majo subjec in mas e ’s
deg ees a Finnish uni e si ies could (and s ill can), in ac , be ei he
ma hema ics o educa ional sciences bu no ma hema ics educa ion.
A solu ion o his p oblem was sough om wo di ec ions: Fi s ,
we p oposed ha he acul y o educa ion allow s onge emphasis
on ma hema ics educa ion in he op ional pa o he cu icula in
B.Ed. and M.Ed. deg ees. The main subjec would s ill be educa ional
sciences. This g adual p ocess o s eng hen he s a us o ma hema ics
educa ion and esea ch he ein in ou acul y e en ually led o he
es ablishmen o he abo e-men ioned AIKAMA eache educa ion
p og amme. The majo subjec o he na ionally unique p og amme
was educa ion, and he compulso y mino subjec was ma hema ics.
A e he AIKAMA p og amme had been ca ied ou o a ew
yea s in e es among a g oup o No dic esea che s o ma hema ics
educa ion spa ked. The g oup decided o s a , as No dic coope a ion,
a Mas e o A s p og amme wi h he didac ics o ma hema ics as i s
main subjec . The No dic Minis e Council unded he planning o he
p ojec and in he yea 2010 he Join No dic Mas e P og amme on
Didac ics o Ma hema ics, NORDIMA was es ablished in coope a ion
Subjec eache educa ion as a p isone o i s own adi ion
185Subjec eache educa ion in ansi ion
wi h a conso ium o i e uni e si ies om No way, Denma k, and
Finland. Since he beginning o he planning o he p og amme, he
eache educa ion uni o he Facul y o Educa ion a he Uni e si y
o Tampe e was one o he pa ne s in he conso ium. The No dic
G adua e School o Ma hema ics Educa ion (NoGSME) se ed as a
na u al channel o u he s udies in he esea ch o ma hema ics
educa ion.
Pedagogical s udies o enginee ing s uden s
No mally, he pedagogical s udies in he Facul y o Educa ion a e
o ganized in coope a ion wi h he acul ies o he Uni e si y o
Tampe e, i.e. he acul ies p o ide he majo subjec s udies o
seconda y (and e ia y le el) eache s. In addi ion o he acul ies a
he Uni e si y o Tampe e, he Tampe e Uni e si y o Technology, oo,
has o e ed an op ion ( o abou 20 yea s now) o enginee ing s uden s
o comple e pedagogical s udies as a mino subjec in hei MSc
deg ee. The s uden s’ eaching p ac ice is ca ied ou a he Uni e si y
o Tampe e eache aining school and in se e al o he seconda y
and e ia y le el ins i u ions in he Tampe e egion, in coope a ion
wi h he Facul y o Educa ion o he Uni e si y o Tampe e. The
s uden s ha e ma hema ics, physics, chemis y o compu e science
as hei majo subjec in he Mas e o Science in Technology deg ee,
which hey s udy a he Tampe e Uni e si y o Technology. To ge he
quali ica ion o he eache ’s p o ession, hey also ha e o include in
hei deg ee 60 ECTS c edi s o pedagogical s udies o e ed by he
Facul y o Educa ion a he Uni e si y o Tampe e. To be a ac i e
on he labou ma ke , mos s uden s ha e one o mo e ex a subjec
om he abo e-men ioned ma hema ical subjec s as hei mino
subjec (s). The es o he deg ee consis s o s udies in echnology. In
ecen yea s, he s uden quo a o his p og amme has been se a 25.

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So a , he e has no been any o mal e alua ion o he p og amme,
bu he s uden s compile a po olio whe e hey e alua e hei
p o essional g ow h du ing he pedagogical s udies. The po olios
gi e aluable in o ma ion on he s uden s’ p o essional g ow h and
on hei iews conce ning he pa s o he p og amme which unc ion
well o pe haps no so well. On he basis o po olios, almos all
s uden s ha e been conside ably sa is ied wi h he p og amme. No
doub , coope a ion be ween he pa ne s is he co ne s one o he
success o he p og amme. On he one hand, he Uni e si y o Tampe e
has de eloped he pedagogical s udies module o mee he needs o
enginee ing s uden s. On he o he hand, he Tampe e Uni e si y
o Technology has de eloped he Mas e o Science in Technology
deg ee o ul il he needs o bo h he deg ee in enginee ing and he
eaching quali ica ion in ma hema ical subjec s.
Mos impo an ly, bo h pa ies o he p og amme ha e conside ed
he coope a ion ad an ageous o hemsel es. The p og amme has
been popula and, consequen ly, i has been possible o ec ui
gi ed s uden s o s udy he STEM subjec s, i.e. science, echnology,
enginee ing and ma hema ics. G adua es ha e been well employed.
Educa ional ins i u ions ha e willingly employed people who, in
addi ion o he subjec knowledge o pu e ma hema ics and science,
ha e he knowledge o apply hese subjec s in enginee sciences and
o he ields in socie y. The p og amme is unique in Finland.
Pa allel o he adi ional iew ha school subjec s a e augh
sepa a ely, much a en ion has cu en ly been gi en o he iew ha
emphasises close in eg a ion wi hin subjec s. Discussion abou
he STEM o SMET subjec s (science, ma hema ics, enginee ing,
echnology) (S ohlmann, Moo e & Roeh ig 2012) began in he Uni ed
S a es, bu i is also widely sp eading in he Eu opean discou ses o
subjec eaching nowadays. The in en ion o his pe spec i e is o
connec science and ma hema ics, especially wi hin he ame o
enginee ing and echnology. Looking back, om he beginning o
Subjec eache educa ion as a p isone o i s own adi ion
187Subjec eache educa ion in ansi ion
he p ojec we ied o in eg a e SMETsubjec s in eache educa ion,
e en hough in eg a ion was no discussed o he ex en i is discussed
nowadays.
Es ablishmen o he AIKAMA mas e p og amme
and he Join No dic Mas e P og amme in
Didac ics o Ma hema ics, NORDIMA
Ha ing ma hema ics as a compulso y mino subjec and ocusing
s udies in he majo subjec on ma hema ics educa ion, he AIKAMA
subjec eache ’s mas e p og amme s a ed in 2002 and inished
in 2016. F om he e y beginning, i a emp ed o mee he needs
o socie y and eache s specialising in eaching a comp ehensi e
schools. The objec i e o his p og amme was no only o p o ide
s uden s wi h expe ise in hei own subjec s and eaching bu also o
wo k as educa ional specialis s in comp ehensi e schools.
In he p og amme, he main subjec was educa ion, and he
s uden s who g adua ed om i ecei ed a mas e ’s deg ee in
educa ion. The s udies in ma hema ics equi ed o he subjec eache
in he comp ehensi e school o med he compulso y mino subjec
in he s uden s’ deg ee. Depending on he s uden s’ choice o mino
subjec (s) and hose o e ed in he mas e ’s deg ees, he p og amme
ende ed quali ica ions o wo k ei he as a p ima y school eache o
as a subjec eache in he comp ehensi e school, o e en in uppe
seconda y school.
The main ad an ages we expec ed om his ype o p og amme we e
he ollowing:
1. Emphasis is on he en i e comp ehensi e school;
2. App op ia ely selec ed ad anced s udies in he main subjec
(educa ion) b ing added alue o he pedagogical s udies
equi ed o subjec eache s;
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3. The du a ion o he eache educa ion (usually abou i e
yea s) gi es ex a ime o he s uden s o de elop hei iden i y
as eache s as compa ed o he es ablished way o ca ying
ou he pedagogical s udies o subjec eache s in one o wo
yea s;
4. The p og amme applica ion p ocess is economic as i is
a anged in connec ion wi h he al eady exis ing applica ion
p ocess in p ima y school eache educa ion.
5. The p og amme makes i possible o ge double quali ica ion,
i.e. he quali ica ion o a p ima y school eache and ha o a
subjec eache . (c . also Kohonen 2005).
Du ing he en yea s when new s uden s we e accep ed in o o he
p og amme, i became e y popula . In he las ew yea s, when
i was s ill possible o apply o he p og amme, he numbe o
applican s exceeded he admission quo a by mo e han 15 imes. One
doc o al disse a ion (Po aanko a-Koi is o 2010) was comple ed
in associa ion wi h he p ojec . Po aanko a-Koi is o conduc ed
a na a i e s udy on he AIKAMA s uden s’ p o essional g ow h
p ocesses in becoming ma hema ics eache s. In he hesis o Mas e
o Educa ion, Pääkkönen (2012) ca ied ou he o e all e alua ion
o he p og amme. Acco ding o Pääkkönen, he eache s who had
g adua ed om he AIKAMA p og amme and al eady wo ked as
eache s we e mainly sa is ied wi h he educa ion in he AIKAMA
p og amme. Howe e , some eache s had expe ienced ha hei
colleagues had ound i s ange ha he ma hema ics eache s had
g adua ed as Mas e s o Educa ion ins ead o Mas e s o Science.
The Join No dic Mas e P og amme in Didac ics o Ma hema ics,
NORDIMA, was es ablished in he Facul y o Educa ion in he
sp ing o 2010 in coope a ion wi h a conso ium o i e pa ne
uni e si ies om h ee No dic coun ies: No way, Denma k, and
Finland. The pa ne s in he p ojec include he Uni e si y o Agde ,
K is iansand; he Danish School o Educa ion; Aa hus Uni e si y,
Campus Københa n; he Uni e si y o Copenhagen, Københa n;
Subjec eache educa ion as a p isone o i s own adi ion
189Subjec eache educa ion in ansi ion
Åbo Akademi Uni e si y, Vasa; and he Uni e si y o Tampe e,
Tampe e. In he beginning, he p og amme was pa ly unded by
he No dic Council o Minis e s and he ag eemen was made o he
yea s 2010–2016. The Uni e si y o Agde in K is iansand, No way is
he main pa ne o he Uni e si y o Tampe e. The i s yea o he
s udies is ca ied ou in he Uni e si y o Tampe e, he second yea
in he Uni e si y o Agde . I he i s yea o s udies is ca ied ou in
Agde and he second in Tampe e, he s udies aken a he Uni e si y
o Tampe e a e de e mined acco ding o a pe sonal s udy plan.
The pu pose o he p og amme was o gain he ollowing bene i s:
1. The No dic mas e p og amme in he didac ics o ma hema ics
will h ough he use o combined expe ise and oppo uni ies
c ea e No dic syne gy in an a ea o esea ch whe e mos o
he en i onmen s a e small and ulne able.
2. The No dic mas e p og amme in he didac ics o ma hema ics
will be buil on high-quali y esea ch and un by eache s
and supe iso s who a e ac i e esea che s in ma hema ics
educa ion.
3. A common No dic solu ion o a mas e p og amme will
o e he en i e No dic educa ional sys em wi h expe s in
ma hema ics educa ion and will be unique in he No dic
coun ies.
The p og amme consis ed o 120 ECTS. The bulk o he cou ses
consis ed o he didac ics o ma hema ics, bu o some ex en o he
ypes o cou ses could be included, o example, in ma hema ics
o science educa ion, depending on he p e ious s udies o he
indi idual s uden . In any case, he mas e ’s deg ee ende ed
quali ica ions in he a ea o ma hema ics educa ion. I was sugges ed
ha some cou ses be co e cou ses and compulso y, bu mos cou ses
we e op ional. The boa d o he No dic mas e ’s p og amme was
esponsible o accep ing s uden s, coo dina ing he applica ion
p ocess, main aining he quali y o he p og amme, ensu ing ha
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impo an pa o he local and na ional supply o eache educa ion
possibili ies. When he p og amme began, i s a ac i eness was
doub ed. Ne e heless, in he las ew yea s, he s uden quo a
ese ed o i has become ull wi hou p oblems. The p og amme
has a clea p o ile, and i p oduces eache s who a e well employed
in he eaching p o ession. The in eg a ion o he uni e si ies and
along wi h i , hei in ensi ying coope a ion will make his eache
educa ion p og amme an e en mo e na u al o he eache educa ion
op ions. Then, i is pe haps possible, be e han be o e, also o u ilise
he syne gic ad an ages wi h he eache aining in oca ional
educa ion.
The a e o he AIKAMA and NORDIMA p ojec s has, ins ead,
been hei g adual shu down. The main eason o his ela es o he
s a egic decision o he uni e si y o make he mas e p og ammes
in o wide agg ega es han be o e and o inish he p og ammes wi h
a minimal numbe o s uden s. When he acul y ca ied ou hese
s a egic decisions, such hings as he inno a i eness o he indi idual
p og amme, he good eedback om s uden s o he p og ammes,
he jus i iable signi icance ega ding he educa ional policy we e
no su icien g ounds o de ia e om he gene al s a egy o he
en i e uni e si y. When i was decided o e mina e he AIKAMA
p og amme, he NORDIMA p og amme also los i s signi icance
a he same ime, a leas pa ly because i s main ec ui ing base –
which, in any case, was oo na ow - disappea ed.
The ac o he ma e is ha he AIKAMA subjec eache educa ion
p og amme, in which educa ion was he majo subjec , su e ed
om a so o iden i y p oblem du ing i s en i e li e cou se. Many o
hose eache s who had hemsel es comple ed he adi ional subjec
eache educa ion o o he wise had commi ed o i s backg ound
hough s we e no able o accep he ac ha AIKAMA p ima ily
aimed a o e ing s uden s s ong expe ise in educa ional sciences
and, in addi ion, o p o iciency in ma hema ics ha was quali ying
and su icien o eaching ma hema ics a he comp ehensi e school

Subjec eache educa ion as a p isone o i s own adi ion
197Subjec eache educa ion in ansi ion
and uppe seconda y school le els. Those who s ongly c i icized
he p og amme a gued ha jus he opposi e should be essen ial in
subjec eache educa ion, i.e. a good knowledge o ma hema ics and
su icien p o essional skills in pedagogy. The educa ion ended up in
he c oss i e o bo h ideological and labou union poli ical easons.
On he one hand, he ep esen a i es om p ima y school eache
educa ion conside ed he p og amme a subjec eache educa ion
p og amme and did no pe mi i in hei own “ e i o y”, and on he
o he hand, he subjec eache s shunned i because o i s emphasis on
he educa ional sciences and no on he ma hema ics i sel .
A he pedagogic le el, an a emp was made by he Didac ic
Ma hema ics s udy module o s eng hen he compa ibili y o
eaching uni e si y ma hema ics cou ses wi h he objec i es o
eache educa ion in he AIKAMA p og amme and, a he same ime,
o pe suade s uden s in p ima y school eache educa ion o choose
he ma hema ics as a mino subjec in hei bachelo and mas e ’s
deg ees om he ou se . The educed esou ces in he depa men o
ma hema ics and he Facul y o Educa ion ha e deple ed possibili ies
o o e Didac ic Ma hema ics cou ses. A he same ime, he ending
o he AIKAMA p og amme has essen ially educed he need o he
cou ses p o iled in his way.
My iew is ha he e a e pa ies esponsible o eache educa ion
a he uni e si y who o en p o ec hei own in e es s and ideological
iews ying o e ain exis ing old s uc u es, e en i he change in he
educa ional s uc u es wi hin he socie y would clea ly equi e changes
bo h in he s uc u es and he con en s o he eache educa ion.
Subjec eache educa ion, especially, has been in a subo dina e
posi ion, bo h locally and na ionally, in he ield o he en i e eache
educa ion, which has made i s de eloping e o s di icul . Ha ing
and main aining subjec eache educa ion is gene ally admi ed and
conside ed ex emely impo an o he uni e si y and i s subjec
depa men s. Howe e , he de elopmen o subjec eache educa ion
has no been seen as an impo an goal o he communi y, because
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he educa ion has ul illed i s ask in i s cu en o m also, a leas
sa is ac o ily. The p ojec s which I in oduced abo e ha e made
a emp s o e o m subjec eache educa ion o be e espond o he
challenges o he changing Finnish basic educa ion. The challenge o
b ing subjec eache educa ion and p ima y school eache educa ion
close o each o he exis s. Fo una ely, he hough s behind hese
a emp s we e allowed o lead hei ee li e o some ime and some o
hem e en s ayed ali e. Un o una ely, howe e , in he mo e gene al
p ocess o change in highe educa ion, subjec eache educa ion in
many espec s had o se le down and o e u n o a ole o a p isone
o i s own adi ion.
Subjec eache educa ion as a p isone o i s own adi ion
199Subjec eache educa ion in ansi ion
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