El modelo finlandés para la formación continua del profesorado

FIRMA INVITADA Laukkanen, R. Re is a Fuen es, 15, Junio, 2014; pp. 19-42 19 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 Fi ma in i ada El modelo inlandés pa a la o mación con inua del p o eso ado. 20 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 FIRMA INVITADA Laukkanen, R. Re is a Fuen es, 15, Junio, 2014; pp. 19-42 21 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 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 El modelo inlandés pa a la o mación con inua del p o eso ado. 22 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 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 FIRMA INVITADA Laukkanen, R. Re is a Fuen es, 15, Junio, 2014; pp. 19-42 23 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 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. El modelo inlandés pa a la o mación con inua del p o eso ado. 24 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 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 FIRMA INVITADA Laukkanen, R. Re is a Fuen es, 15, Junio, 2014; pp. 19-42 25 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 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 El modelo inlandés pa a la o mación con inua del p o eso ado. 26 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 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 FIRMA INVITADA Laukkanen, R. Re is a Fuen es, 15, Junio, 2014; pp. 19-42 27 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 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. El modelo inlandés pa a la o mación con inua del p o eso ado. 34 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 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: FIRMA INVITADA Laukkanen, R. Re is a Fuen es, 15, Junio, 2014; pp. 19-42 35 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 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 El modelo inlandés pa a la o mación con inua del p o eso ado. 36 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 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. FIRMA INVITADA Laukkanen, R. Re is a Fuen es, 15, Junio, 2014; pp. 19-42 37 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 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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Val ioneu os on ase us ope us oimen henkilös ön kelpoisuus aa imuksis a anne un ase uksen muu amises a. Voca ional eache educa ion 2013. h ps://www.opeko keahaku. i/opehaku/26.6.2013 Välijä i, J. 2006. Kansankyn iläs ä ie o yön amma ilaiseksi. In: A. R. Nummenmaa & J. Välijä i (Eds.) Ope ajan yö ja oppiminen. Jy äskylän yliopis o, 9 – 26. Välijä i, J. 2013. Pe sonal in o ma ion by co espondence. Välijä i, J. and Heikkinen, H. 2012. Pee -g oup men o ing and he cul u e o eache educa ion in Finland. In: H. Heikkinen., H. Jokinen and P. Tynjälä (Eds.) Pee -G oup Men o ing o Teache De elopmen . Co nwall: Rou ledge, 31 – 40. FIRMA INVITADA Laukkanen, R. Re is a Fuen es, 15, Junio, 2014; pp. 19-42 41 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 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