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Fi ma in i ada
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EL MODELO FINLANDÉS PARA LA FORMACIÓN CONTINUA DEL
PROFESORADO
FINNISH MODEL OF TEACHER EDUCATION FOR LIFELONG TEACHING
CAREER
Reijo Laukkanen
Uni e si y o Tampe e
Fecha de ecepción: 12 de junio de 2013
Fecha de acep ación: 25 de junio de 2014
Fecha de publicación: 30 de junio de 2014
RESUMEN
El sis ema educa i o de Finlandia es conside ado como uno de los mejo es de
acue do con las alo aciones del in o me PISA. Muchos son los in e esados en conoce
las bases de dicho sis ema el cual se cons uye sob e alo es ales como la igualdad
de opo unidades, la con ianza po pa e de la Adminis ación educa i a o la in e sión
en la o mación docen e como causan e del éxi o. Es e a ículo desc ibe
exhaus i amen e el uncionamien o del sis ema educa i o de Finlandia haciendo
hincapié en la o mación del p o eso ado, con un eco ido que aba ca desde las
cualidades y los es udios de los docen es de los di e en es ni eles educa i os has a el
papel que juega la in es igación educa i a en es e con ex o.
Palab as cla e: Sis ema educa i o; Fo mación del p o eso ado; P o esionalismo,
Ca e a docen e; Polí ica educa i a.
ABSTRACT
Finland's educa ional sys em is conside ed one o he mos success ul acco ding o PISA
esul s. The e a e many people in e es ed in he basis o his educa ional sys em which is
buil on alues such as equal oppo uni ies, con idence on he pa o he
Adminis a ion o he in es men in eache s´ aining as he cause o success. This
pape analyses he educa ional sys em in Finland emphasizing in eache aining wi h
an o e iew spanning om eache s´ quali ies and s udies o di e en educa ional
le els o he ole o educa ional esea ch in his con ex .
Key wo ds: Educa ional sys em; Teache educa ion; P o essionalism; Teaching ca ee ;
Educa ional policy.
1. INTRODUCTION
Du ing he las yea s as I wo ked a he Finnish Na ional Boa d o
Educa ion (2001 – 2011), I pe sonally me in Helsinki hund eds o o eign
isi o s. They wan ed o know wha is he Finnish “sec e ”. They came o
Finland as he Finnish educa ion sys em had go much posi i e publici y
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because o being on op in he in e na ional PISA educa ion
pe o mance compa isons. The isi o s we e eache s, esea ches,
jou nalis s, minis e s, membe s o pa liamen , poli icians and ci il se an s
- om all o e he wo ld. Howe e , i was in e es ing o no ice ha mos
isi o s ha ime came om Japan and Ko ea, coun ies which also had
pe o med well in PISA e iews.
One impo an issue was o ell o he isi o s ha in Finland
de eloping quali y educa ion had needed se e al di e en e icien
changes be o e becoming o be a sys em as i looks like oday. Always
my lis o hose impo an elemen s included he basic alue – equi y -
which in p ac ice means equal oppo uni ies and ai ness. Jukka Sa jala’s
(2013) explana ion is ha high-quali y educa ion was no so much he
goal bu he p oduc when equali y was p omo ed also in educa ion o
be he mos impo an alue in Finland. Tha is o say, alues a e he glue
ha di ec s all p ac ical solu ions a he na ional and local le el.
O he impo an issues ha I always ook up we e suppo and
us . Suppo o weak is an impo an equi y issue. T us is c ea ion o
wha we know o each o he , wha is he his o y o ou coope a ion wi h
o he s. The e is no egula school inspec ion sys em in Finland. The e is
suppo a he han con ol. Adminis a ion us s eache s and eache s
us adminis a ion. Also I old ha i has been impo an o ge uni e si y
esea che s o wo k wi h he s a e cen al educa ion adminis a ion. This
connec ion also bases on us . The esea ch communi y needs o us
ha hey a e ee o exp ess openly hei indings and explana ions and,
hey a e no ea ed o seen as lackeys o enemies o hose who keep
he powe . Du ing he yea s i also p o ed o be bene icial o inc ease
openness and anspa ency o he p epa a ion o na ional ules.
Du ing my b ie ings I always wan ed o ell ha i had been
essen ial o se high expec a ions o all s uden s. I also demanded ex a
suppo o hose who seem o all behind o he s. I old ha i was
impo an o use unds cle e ly o ge he bes possible e u n om you
paymen . I ied o explain ha pa ience also belongs o he good
quali ies o hose who decide o he di ec ion o educa ion. Though all
minis e s o educa ion would like o ha e hei ambi ious “own his o ical”
changes, i has been ex emely bene icial in Finland ha he main line o
educa ion policy has been sa ed unchanged o yea s making
inc emen al changes o each he ideal. A e saying all ha I had o
explain ha an impo an issue was o in es in eache educa ion.
(Laukkanen 2013).
In his a icle I explain wha a e he equi emen s o en e o
eache educa ion and wha a e he s uc u es and he main con en s
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o eache educa ion in Finland. I also desc ibe wha a e he p o essional
and e hical demands and “s anda ds” o eache s.
2. TEACHERSHIP IN FINLAND
Well educa ed eaching o ce is an impo an quali y gua an ee
o any educa ion sys em. Quali y eache s pe suade s uden s’ in e es o
s udying and knowing. They gi e ood o hough and imagina ion and
know how o enhance lea ning. They open doo s o he wo ld. In es ing
in eache s is pe haps he bes way o imp o e educa ion quali y.
Teache s need comp ehension o he issues and subjec s augh .
Howe e ha is no enough ha hey need because being a good
p o essional eache also needs expe ise in eaching, s udying and
lea ning. Teache should imp o e s uden s’ abili ies o unde s and and
use heo e ical knowledge o p ac ical solu ions. Teache s should also
ha e unde s anding o educa ion and lea ning heo ies and esea ch.
Tha is wha eache educa o s in Finland say.
I is p oblema ic ha eaching a schools is mo e and mo e ha d.
We ha e seen much news abou eache s lea ing hei eaching jobs in
many coun ies, hough no ye in Finland. Same applies wi h he school
heads. I is mo e and mo e di icul o ec ui hem and keep hem in he
pos s. Tha is also ue in Finland. The e o e o ins ance he Eu opean
Commission (2012) has made special ecommenda ions o he
go e nmen s o handle his p oblem. Howe e , hese ecommenda ions
a e echnical and gene al, which is unde s andable because EC canno
gi e any school educa ion binding ad ice o membe coun ies.
Today eache s’ wo k is mo e and mo e demanding because o
con inuous changes in socie y, because o beha io al p oblems in
classes and because o o example ha he e a e mo e and mo e
pa en s who challenge eache ’s choices. I is good o no ice ha all
pa en s ha e some kind o unde s anding o who is a good eache .
Opinions di e , bu many adul s, like me, emembe hei own eache s
who we e s ong pe sonali ies, and a li le bi “s ange”. They made a big
in luence also on my mind. Some o hem also we e able o aise my
in e es in wha hey augh . I wan o ell his because he pe sonali y is a
e y s ong ins umen o any eache . My opinion is ha all eache s
can make hei own cha isma i hey build hei beha io on hei ue
belie es and cha ac e s. I is impo an ha we ha e cha isma ic
eache indi iduals (hope ully in all schools) who can e ec i ely inspi e
s uden s o ind new openings, p ac ices and indings. Teaching is a ,
bu ha is no he whole u h.

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In Finland eache educa ion esea che s a e qui e unanimous o
he p esen demands o eache s. Jouni Välijä i (2006, 21 -22) desc ibes
he p esen si ua ion in Finland wi h ou poin s as ollows:
1) Teache s’ wo k is con inuous in ellec ual, social and emo ional
coope a ion wi h s uden s, colleagues and pa en s. I is
inc easingly also coope a ion wi h he es o he socie y.
De elopmen o in o ma ion sys ems has gi en possibili ies o
c ea e new lea ning en i onmen s. Nowadays eache s can be
seen mo e and mo e as knowledge wo ke s. One o he special
ea u es in eache s’ wo k is e hical consciousness o how o
build connec ion o he new lea ning en i onmen s so ha i
bes suppo s balanced de elopmen o s uden s.
The e hical app oach means ha he bes o each s uden is he
highes c i e ia as eache makes his/he decisions in eaching, Välijä i
(2013) explained as I asked him o a mo e p ecise explana ion. He e I
would like o men ion ha o ce ain s uden s o ins ance using o ICT
en i onmen can eally open aluable new possibili ies o lea n new
hings b oadly, ho oughly and as bu ha migh no be he case o
all. The e o e eache s should use di e en ia ed app oaches ha a e
good o e e yone.
2) A he same ime also equi emen s o eache s g ow. These
equi emen s a e o en con adic o y. Schools a e asked o
c ea e eadiness o use new lea ning en i onmen s as leaning
sou ces bu a he same ime o concen a e o p ac icing in
adi ional skills and knowledge. Also demands o ake b oade
esponsibili y o social o cha ac e educa ion migh g ow. All
hese de elopmen s make mo e and mo e s ess o eache s.
3) In eache s’ wo k p o essionalism is emphasized. P o essionalism
means ha eache has abili y o wo k independen ly and
au onomously us ing on his/he own compe ence.
P o essionalism means o be ee om ou side s ee ing, bu also
o be able o ecognize he changing demands o he socie y
and be eady o coope a e wi h di e en ac o s.
4) In knowledge socie y and knowledge economy he basis is
knowledge, ha changes wi h mo e and mo e inc easing
pace. The e o e li elong lea ning quali ies and skills a e u mos
impo an o he eaching p o ession. Teache s need skills o
hei own choices, independen hinking, c ea i e planning o
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eaching and expe imen ing wi h di e en pedagogical
choices.
In Finland he g ea public us s ha eaching p o ession bases on
high mo al and e hical p inciples. Teache ’s Union also emphasizes ha
eache ’s wo k mus be based on a s ong alue base whe e essen ials
a e human digni y, e i y and ai ness. As an ini ia i e o he Teache ’s
Union an e hical council o he eaching p o ession was es ablished in
2000. Tha independen o ganiza ion published he i s e hical p inciples
he same yea . (Niemi 2006, 84). Teache s’ p o ession has accep ed high
ideals o hei wo k.
Howe e , I don’ wan o gi e an o e oman ic iew om Finland.
Theo y and p ac ice doesn’ o ally mee . Teache ’s wo k also is o en
seen o be lonely wo k behind he closed class oom doo s. Bu i is he
same issue anywhe e.
3. EDUCATION IN FINLAND1
P ep ima y educa ion is no compulso y o child en bu , howe e
98 % o child en pa icipa e in ha educa ion. Teaching is no di ided
in o subjec s. Teache s a e educa ed a uni e si ies. The e hey ge he
Bachelo ’s le el educa ion.
Nine yea s long basic educa ion, s a ing a he age o 7, is
compulso y o all. Teaching he e ogeneous g oups is one o he big
challenges ha eache s ha e also a he lowe seconda y educa ion
schools. Using abili y based g ouping is no accep ed. The go e nmen
decides on gene al objec i es and dis ibu ion o lesson hou s. The Finnish
Na ional Boa d o Educa ion decides on he Na ional Co e Cu iculum.
Cu icula a e made a municipal and school le els. All eache s s udy a
uni e si ies o ge a Mas e ’s Deg ee.
In gene al uppe seconda y educa ion na ional uling ollows he
same lines as in basic educa ion. A special y is ha cu iculum is
cons uc ed o las 3 yea s bu he s uden s may comple e i in 2 o 4
yea s. A e comple ed all cou ses s uden s pa icipa e in na ional
ma icula ion examina ion. Teache s a e educa ed a uni e si ies. All o
hem ha e a Mas e ’s deg ee.
Ini ial oca ional educa ion and aining (VET) o 16 o 17 yea olds
co e s se en sec o s o economic li e, including 112 di e en s udy
p og ams. Educa ion las s 3 yea s. Each oca ional educa ion s uden
1 O e all desc ip ion o he Finnish educa ion sys em, see: h p://www.oph. i/english/educa ion
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mus spend a leas 6 mon hs a a eal wo kplace engaged in on- he-job
lea ning. In Finland VET is mos ly ins i u ion based. Adul s can ge hei
oca ional quali ica ion by compe ence based es s. Voca ional subjec
eache s a e educa ed a poly echnics bu some eache s ha e go
hei educa ion a uni e si ies.
Finnish educa ional sys em is lexible and he e a e no dead ends.
A he uppe seconda y educa ion le el one can s udy a he same ime
in bo h educa ion sec o s, gene al and oca ional. I is possible o
con inue o e ia y educa ion h ough ei he gene al o oca ional lines.
Mos schools a e publicly un. In gene al educa ion p i a e sec o is
ma ginal. Teache s o he public schools a e hi ed by municipali ies.
Teache ’s pos s a e published in newspape s and indi idual eache s
apply o he pos s whe e hey wan o wo k.
Educa ion is ee o ui ion ees a all le els o educa ion. Tha is
also he case a he e ia y educa ion le el. Lea ning ma e ials, school
meals, school anspo a ion e c. a e o ally ee in basic educa ion. In
uppe -seconda y educa ion s uden s pay hei books and o he lea ning
ma e ials.
4. TEACHING FORCE
In 1979, p ima y school eache educa ion was also upg aded
o he le el o he Mas e ’s deg ee. The pu pose o his modi ica ion
was o uni y he co e aspec s o p ima y and seconda y school
educa ion and o de elop an academically high s anda d o
educa ion o p ospec i e eache s. Teache educa ion o he
seconda y school le el was also e o med expanding he scope o
pedagogical s udies. (Jakku-Sih onen & Niemi 2006).
Compe i ion o eache educa ion, specially o p ima y school
eache educa ion, is eally ha d because only a ound 10 – 12 % o
applican s a e accep ed. We also ha e seen ha a ca ee as a
eache in Finland is he mos popula choice amongs hose lea ing
uppe seconda y educa ion (Lii en 2004). Thus, i is ai o say ha
eaching wo k is e y a ac i e.
Why is he eaching p o ession ha a ac i e? Teache s’ sala ies
in Finland a e only a he a e age le el in in e na ional compa isons, so
sala y canno be he explana ion (OECD 2013, 388 – 389). My own
explana ion is ha he high popula i y is he esul o ou hings. 1)
Academic educa ion is espec ed. 2) Finnish eache s enjoy
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signi ican au onomy in o ganizing hei wo k. 3) Teache s enjoyed
conside able espec . 4) Teache s a e sa is ied wi h hei posi ion
(Simola 2005). A e iew published in June 2012 e ealed ha eache s
a e he mos sa is ied p o essional g oup in Finland (EPSI Finland 2012).
I is also impo an o no ice as Jukka Sa jala (2013) pu s i ou
ha eache s ha e since 1960’s pa icipa ed in de elopmen o school
educa ion h ough nume ous pilo ing p ojec s. Teache s’ Union also
has been aken o pa icipa e in p epa a ion o changes in he
Minis e ial wo king pa ies o hey ha e been hea d. The Finnish
Na ional Boa d o Educa ion Boa d o T us ees includes also a membe
om he Teache s’ Union. Fo decays, minis e s o educa ion ha e
unde s ood ha ca ying ou a e o m will be eally much easie i he
expe s om Teache s’ Union ha e been in ol ed. Tha all is o say ha
eache s’ p o ession has much say in he Finnish educa ion policy.
Teache s ha e unde s ood ha hey a e hea d.
5. HOW TO GET TO TEACHER EDUCATION?
The basic equi emen o applican s o eache educa ion
(gene al educa ion) is ha hey ha e passed Uppe Seconda y School
and he Na ional Ma icula ion Examina ion.
The en ance examina ion o eache educa ion in sp ing 2013
had wo s eps (Uni e si y o Helsinki 2013a):
1) Pa icipa ion in na ional en ance examina ion ha based on
gi en pedagogical ma e ial – a book ha he applican s had
o ead and show in he es ha hey had unde s ood i s
messages. All who wan ed o apply o eache educa ion
could pa icipa e in his es in a gi en day.
2) A e he es he bes pe o me s we e in i ed o an one day
in e iew o he uni e si ies whe e he candida es had sen hei
applica ion. This was o ganized and planned indi idually by
each uni e si y so he e a e di e en a ian s.
A he Uni e si y o Helsinki in 2013 he p ocess was he ollowing:
A ound 20 minu es be o e he indi idual in e iew he candida e
go a pedagogical ex ha was gene al o ela ed o a school subjec .
The in e iew las ed 15 minu es and was based on he ex men ioned
and on he in o ma ion gi en in he applica ion o m.
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p o essional esea che compe ences. Howe e becoming eache s
each knowledge o hink and ac acco ding o he esea ch e idence.
Also he eaching p ac ice is connec ed o esea ch. All p ac ice pe iods
a e combined wi h heo e ical s udies ha ela e o he opic o he
p ac ice pe iod.
Le ’s ake he e a e y clea example om he Uni e si y o Helsinki
in 2005. Then o subjec eache educa ion hey had 4 modules (Me i
2005):
Module 1 includes psychology o de elopmen and lea ning,
special needs educa ion, and heo e ical, psychological, and didac ic
basis o eaching and lea ning a subjec . Module 2 includes semina on
eaching me hods and planning and supe ised eaching p ac ice in
Teache T aining School. Module 3 includes social, his o ical and
philosophical basis o educa ion. Fu he mo e he e is a semina on
cu iculum wo k and e alua ion o lea ning and eaching. The e is also
eaching p ac ice. Module 4 includes “Teache as a esea che ” semina
and eaching p ac ice. P og am s uc u e has s ayed almos unchanged
o yea s. (compa e Me i 2005; Niemi 2012, 34; Sahlbe g 2011, 82). This
ells ha eache educa o s a e sa is ied on he p og am s uc u e. The
p ac ical subjec con en s o he cu icula na u ally has de eloped as
new knowledge has appea ed.
13. TEACHERS’ CORE COMPETENCES
Ma i Me i (2005) says ha co e compe ences o a eache a e
sel -con idence, c ea i i y, me a-cogni i e skills, skills o di ec in e ac ion
and abili y o c ea e eaching-s udying-lea ning (T-S-L) en i onmen s.
They include in e pe sonal, pedagogical and psychological, subjec
con en and me hodological and o ganiza ional compe ences.
“In e pe sonal compe ences ha s uden eache s should lea n:
1) o in e ac p oduc i ely, indi idually and collec i ely wi h
pupils
2) o use he means o educa ional communica ion
3) o communica e clea ly
4) o use non- e bal communica ion
5) o use a a ie y o media skill ully and app op ia ely
Pedagogical and psychological compe ences ha s uden
eache s should lea n:

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1. o know pupils/s uden s as lea ne s
2. o use he knowledge and he expe iences o pupils when
eaching
3. o ea pupils in an equal manne
4. o use pedagogical au ho i y in eaching
5. o exp ess eeling and emo ions when eaching
6. o ac pedagogically e en in si ua ions whe e I eel
unce ain
Subjec con en and me hodological compe ence means ha
s uden eache s should lea n:
1. o se a ge s and aims wi h pupils
2. o plan lessons oge he wi h o he colleagues and pupils
3. o use cohe en eaching app oaches when eaching
4. o indi idualize and di e en ia e
5. o p oduce T-S-L ma e ials
O ganiza ional compe ence demands ha s uden eache s
should lea n:
1. o o ganize a mo i a ing T-S-L en i onmen
2. o use pupils’ knowledge and expe iences when eaching
3. o e alua e and con ol he T-S-L p ocess and pupils’
beha io
4. o guide he pupils o ollow he common ules” (Me i 2013,
o hcoming).
14. IN-SERVICE TRAINING
The pu pose o con inuing eache educa ion is o main ain and
upda e eache s’ pedagogical skills. In Finland esponsibili y o eache s’
in-se ice aining mainly es s wi h employe s. They ha e an obliga ion o
p o ide eache s wi h a minimum o h ee days o aining e e y yea .
Tha is a anged acco ding o he ag eemen be ween he eache s
union and he cen al au ho i y o he municipali ies. (Minis y o
Educa ion 2008; Asun a 2006).
In-se ice cou ses a e o ganized by he schools hemsel es, by he
municipal au ho i ies, by uni e si ies’ in-se ice aining cen e s o by
egional o na ional s a e o ganiza ions. Fo ins ance he Ci y o Espoo
(2012), a weal hy municipali y in he capi al a ea, o ganizes a ound 200
in-se ice p og ams in a yea o di e en eache ca ego ies. Those
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include e.g. in o ma ion echnology, pedagogy, en i onmen al issues
and p o iciency in he con en s o a ious school subjec s.
Mos o in-se ice educa ion o ganized ou side he municipali ies
demands ex a unding. The p oblem is ha he e a e many
municipali ies which ha e no enough unds o pay a el cos s, o
subs i u e eache s and pa icipa ion ees and, hus hei eache s
canno en e o hose ich cou ses.
Falling o he si ua ion ha almos all in-se ice educa ion is
o ganized only by he schools hemsel es is was e o he possibili y o
ha e in-se ice aining. Finnish eache s a e no equal wi h hese
se ices because o he weal h di e ences be ween municipali ies. In-
se ice aining is one o he issues ha Finland needs o ind inno a i e
new solu ions o .
The e also is some go e nmen unded ee-o -cha ge in-se ice
educa ion o p omo e implemen a ion o educa ion policy e o ms, o
ins ance in cu iculum changes. Some ha kind o aining he s a e
o ganizes also o eache educa o s.
In gene al, eache s a e eage o de elopmen hemsel es in
summe uni e si y cou ses o ha ing o he u he s udies in uni e si ies o
elsewhe e. Howe e , in Finland, as anywhe e, he e can be seen he
phenomenon ha some eache s a e e y eage o a end much o
a ious in-se ice cou ses and, also some eache s a e no so eady o
pa icipa e in hem.
15. TEACHER’S PROFESSIONALISM
Andy Ha g ea es and Michael Fullan (2012, 3, 5) w i e ha
eache ’s p o essional capi al includes h ee elemen s: human capi al,
social capi al and decision making capi al. They also say ha making
decisions in a complex si ua ion wha p o essionalism is all abou .
Human capi al is o en seen as he synonym o academic deg ees
o knowledge, bu ha is no he whole pic u e ha we need. Acco ding
o Bea iz Pon and Pa ic We quin (2001) impo an also is abili y o lead
people, abili y o wo k in g oups, and skill o s i e o commonly se goals.
Impo an is also mo i a ion and willingness o s ick o wo k, abili y o
lea n mo e and sol e p oblems, abili y o communica e e icien ly and
eadiness o make analyses.
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Social capi al consis s o ne wo ks and common no ms, alues and
ag eemen s, which enhance inne coope a ion in a g oup and
coope a ion be ween g oups (OECD 2001). T us is he sou ce and he
p oduc o social capi al. Di e ing om human capi al social capi al is
no seen as a quali y o an indi idual bu he social ela ions.
Making decisions in educa ion is abou o choosing be ween
al e na i es (Me i 2005). The decision can be unconscious and in ui i e o
conscious and a ional. Impo an decision making chain is: planning –
in e ac ion – e alua ion –p ocess. Re lec ion includes: e lec ion-in-ac ion
( o ma i e e alua ion), e lec ion-on-ac ion (summa i e e alua ion) and
e lec ion- o -ac ion (p ognos ic e alua ion).
Hannele Niemi (2012, 35) pu s oge he wha is demanded om
highly academic and e hical eache p o essionals: “1)Teache s ha e o
ake an ac i e ole in aising se ious ques ions abou wha hey each,
how hey each, and he la ge goals o which hey a e s i ing. 2)
Teache s need o iew hemsel es as public in ellec uals who combine
concep ion and implemen a ion, hinking and p ac ice in he s uggle
o a cul u e o democ a ic alues and jus ice. 3) Teache s ha e a igh
and an obliga ion o a icula e educa ional needs and challenges in he
socie y hey se e. 4) They also ha e o be ac i e in public deba es and
decisions a ec ing he de elopmen o schools and educa ion. 5) As
p o essionals, eache s canno only be implemen e s o decisions, bu
mus also be pa ne s in he de elopmen . 6) Teache s a e expec ed o
be able o ake an ac i e ole in e alua ing and imp o ing schools and
hei lea ning en i onmen s. 7) They a e also expec ed o e esh hei
p o essional skills, o coope a e wi h pa en s and o he s akeholde s, and
o be ac i e ci izens.”
My eeling is ha in Finland mos p o essionals in he educa ion
sec o hink in he same way. Howe e , his is once again a case whe e
he heo y and p ac ice does no o ally mee . In Finland we don’ see
much public deba e on educa ion issues whe e indi idual eache s
hemsel es would pa icipa e. My wish is ha he ac i e pa icipa ion will
see i s bloom in he u u e, no only in Finland bu also all o e he wo ld.
This hope ises also om he ac ha in many coun ies democ a ic igh
o exp ess one’s own opinion is no espec ed. We also should lis en wha
ou eache s ell.
16. THE FINNISH MODEL?
An OECD epo says ha Finnish eache educa ion has a leas
ou dis inguishing quali ies (Schleiche 2012, 39): 1) I is esea ch based.
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2) I has s ong ocus on de eloping pedagogical con en knowledge. 3)
I akes ca e o good aining o all Finnish eache s in diagnosing
s uden s wi h lea ning di icul ies and adap ing eaching o di e en
lea ning needs. 4) I has a e y s ong clinical componen connec ing
heo y and p ac ice.
This is one possible highligh ing exp ession o he Finnish eache
educa ion model in nu shell.
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FIRMA INVITADA Laukkanen, R.
Re is a Fuen es, 15, Junio, 2014; pp. 19-42 41
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Sob e el au o :
Reijo Laukkannen
Reijo.Laukkanen@u a. i
Reijo Laukkanen is Docen o In e na ional Educa ion Policy a he
Uni e si y o Tampe e, Finland. He hold since 1974 se e al pos s a
he Finnish Na ional Boa d o Educa ion including he Head o
In e na ional Rela ions, he Head o E alua ion Uni and, Chie
Inspec o a he o ice o Resea ch and Inno a ion. He wo ked in
he Pe manen Delega ion o Finland o he OECD in Pa is o ou
yea s co e ing educa ion sec o bu also labo , heal h, public
managemen and science policy issues. He is also o me
membe a he OECD CERI Go e ning Boa d o CERI, he Boa d
o Pa icipa ing Coun ies o PIAAC p og am and, he INES
Ad iso y G oup.
Pa a ci a es e a ículo:
Laukkannen, R. (2014). El modelo inlandés pa a la o mación con inua
del p o eso ado. Re is a Fuen es, 15, Junio, pp. 19-42. [Fecha de
consul a: dd/mm/aaaa]. h p://www. e is a uen es.es/
D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.02
El modelo inlandés pa a la o mación con inua del p o eso ado.
42 Re is a Fuen es, 15, Junio, 2014; pp. 19-42
I.S.S.N.: 1575-7072
e-I.S.S.N.: 2172-7775
D.O.I.: h p://dx.doi.o g/10.12795/ e is a uen es.2014.i15.02