secret-finland’s-success-educating-teachers

7/29/2019 secret-finlands-success-educating-teachers

1/8

Stanford Center for Opportunity Policy in Education ~ Research Brief

By Pasi Sahlberg

Director General, Centre or International Mobility and Cooperation

ith its high levels o educational achievement and attainment, Fin-land is regarded as one o the worlds most literate societies. Morethan 98 percent attend pre-school classes; 99 percent completecompulsory basic education; and 94 percent o those who start the

academic strand o upper secondary school graduate. Completion rates invocational upper secondary school also reach close to 90 percent (StatisticsFinland, 2010; Vlijrvi & Sahlberg, 2008).

Since it emerged in 2000 as the top-scoring OECD nation on the internatioPISA assessments, researchers have been pouring into the country to studythe Finnish miracle. How did a country with an undistinguished educatisystem in the 1980s surge to the head o the global class in just ew decadesResearch and experience suggest one element trumps all others: excellentteachers. This policy brie examines the crucial role that teachers and teacheducation have played in the dramatic transormation o Finlands educatiosystem.

The Teacher within Finnish SocietyEducation has always been an integral part o Finnish culture and society, anteachers currently enjoy great respect and trust in Finland. Finns regard teacing as a noble, prestigious proessionakin to medicine, law, or economicsand one driven by moral purpose rather than material interests.

Teachers also are the main reason Finland now leads the international packin literacy, science, and math. Until the 1960s the level o educationalattainment in Finland remained rather low. Only 1 out o 10 adult Finns inthat time had completed more than nine years o basic education; achievinga university degree was an uncommon attainment (Sahlberg, 2007). Back the

the education level o the nation was comparable to that o Malaysia or Peru,and lagged behind its Scandinavian neighbors, Denmark, Norway, and SwedeToday, Finland publicly recognizes the value o its teachers and trusts theirproessional judgments in schools. Without excellent teachers Finlandscurrent international success would have been impossible.

These educational accomplishments seem all the more remarkable given thFinnish children do not start primary school until age seven. The educationsystem in Finland today consists o an optional pre-school year at age six,ollowed by nine-year basic school (peruskoulu)a six-year primary schooand a three-year lower secondary school (junior high school)compulsory

all. This is ollowed by voluntary three-year upper secondary education wit

The Secret to Finlands Success:Educating Teachers

September 2010

Stanford University

School of Education

rnum Center, 505 Lasuen Mall

Stanford, CA 94305

http://edpolicy.stanford.edu

[email protected]

650.725.8600

About this Brief

n the last decade, Finlandhas emerged as the leadingOECD country in educationalchievement. In examining theources o Finlands dramaticise to the top, research shows

one key element that has

mpacted Finlands successbove all others: excellenteachers. This policy brie

details the key elements oFinlands successul system,xamining teacher preparation,

proessional learning anddevelopment, decision-makingystems and practices orurriculum and assessment,uture policy issues or Finland,

nd lessons that the Unitedtates can learn rom Finlandsuccess.

This brie is made possible bygenerous grant rom the Ford

Foundation.

W

oStanfo rd Center forOpportunity Policy in Education

sc e


2/8

Stanford Center for Opportunity Policy in Education2

two streams: general and vocational education.Content experts and subject-ocused teachersprovide instruction in the upper grades o basicschool as well as at the upper-secondary level.

The Finnish education system does not employexternal standardized student testing to drive theperormance o schools; neither does it employ arigorous inspection system. Instead o test-basedaccountability, the Finnish system relies on theexpertise and accountability o teachers who areknowledgeable and committed to their students.

Becoming a TeacherAmong young Finns, teaching is consistentlythe most admired proession in regular opinionpolls o high school graduates (Helsingin Sano-mat, 2004). Becoming a primary school teacherin Finland is a very competitive process, and onlyFinlands best and brightest are able to ulll thoseproessional dreams. Every spring, thousands ohigh school graduates submit their applicationsto the Departments o Teacher Education in eightFinnish universities. Normally its not enough tocomplete high school and pass a rigorous matricu-lation examination, successul candidates musthave the highest scores and excellent interpersonalskills. Annually only about 1 in every 10 appli-cants will be accepted to study to become a teacherin Finnish primary schools, or example. Amongall categories o teacher education, about 5,000teachers are selected rom about 20,000 applicants.

There are two phases to the selection process orprimary school teacher education: First, a groupo candidates is selected based on matriculationexamination results, the high school diploma is-sued by the school, and relevant records o out-o-school accomplishments. In the second phase:

1. Candidates complete a written exam on as-signed books on pedagogy.

2. Candidates engage in an observed clinicalactivity replicating school situations, wheresocial interaction and communication skillscome into play.

3. Top candidates are interviewed and asked

to explain why they have decided to becometeachers. These highly capable candidatescomplete a rigorous teacher education pro-gram at government expense.

Until the mid-1970s, primary school teachers wereprepared in teacher colleges. Middle and highschool teachers studied in subject departments oFinnish universities. By the end o the 1970s, allteacher education programs became universitybased. At the same time, scientic content andeducational research methodologies began to enrichthe teacher education curriculum. Teacher educa-tion is now research-based, meaning that it must besupported by scientic knowledge and ocus onthinking processes and cognitive skills used inconducting research (Jakku-Sihvonen & Niemi,

2006). The entry requirement or permanent em-ployment as a teacher in all Finnish basic and highschools today is a masters degree. Preschool andkindergarten teachers must have a bachelors degree.

Wages are not the main reason young people be-come teachers in Finland. Teachers earn very closeto the national average salary level, typically equiva-lent to what mid-career middle-school teachers earnannually in the OECD nationsabout $38,500 inU.S. dollars (OECD, 2008). More important than

salaries are such actors as high social prestige,proessional autonomy in schools, and the ethos oteaching as a service to society and the public good.Thus, young Finns see teaching as a career on a parwith other proessions where people work indepen-dently and rely on scientic knowledge and skillsthat they gained through university studies.

Educating Teachers forKnowledge-Society Schools

International indices suggest that Finland is one o

the most advanced knowledge societies (Sahlberg,2007). Schools have played an important role intransorming Finland rom a traditional industrial-agrarian nation into a modern innovation-basedknowledge economy. This would not have beenpossible without considerable improvements inhow Finnish teachers are prepared.

Universal high standards

All teachers hold masters degrees. Primary school


3/8

The Secret to Finlands Success: Educating Teachers

teachers major in education, while upper gradeteachers concentrate their studies in a particularsubject, e.g., mathematics, as well as didactics,consisting o pedagogical content knowledge spe-cic to that subject. There are no alternative waysto receive a teachers diploma in Finland: theuniversity degree constitutes a license to teach.

Teacher education aims at balanced developmento the teachers personal and proessional compe-tences. Particular attention is ocused on buildingpedagogical thinking skills that enable teachersto manage the teaching process in accordancewith contemporary educational knowledge andpractice (Westbury et al., 2005). Candidates inprimary teacher education study three main ar-eas: (1) the theory o education, (2) pedagogicalcontent knowledge, and (3) subject didactics andpractice. Each student completes a masters the-sis. Prospective primary school teachers normallycomplete their theses in the eld o education.Secondary teachers select a topic within theirsubject. The level o academic expectations orteacher education is similar or all teachers, romelementary to high school.

Finnish teacher education is aligned to the Euro-

pean Higher Education Area (2009) rameworkbeing developed under the ongoing Bologna Pro-cess. Currently, Finnish universities oer a two-tier degree program. An obligatory three-yearbachelors degree program is ollowed by a two-year masters degree program. These two degreesare oered in multi-disciplinary programs con-sisting o studies in at least two subjects. Studiesare quantied in credit units within the Euro-pean Credit Transer and Accumulation System(ECTS) used in 46 European countries. ECTS is

based on the assumption that 60 credits measurethe workload o a ull-time student during oneacademic year, and each ECTS credit stands oraround 25 to 30 working hours. Teacher educa-tion requirements are 180 ECTS credits or abachelors degree ollowed by 120 ECTS creditsor a masters degree. Successul completion o amasters degree in teaching (including the bach-elors degree) generally takes rom ve to seven-and-a-hal years (Ministry o Education, 2007).

Strong preparation in content and pedagogy

A broad-based curriculum ensures that newly pre-pared Finnish teachers possess balanced knowledgeand skills in both theory and practice. It also meansthat prospective teachers possess deep proessionalinsight into education rom several perspectives,including educational psychology and sociology,curriculum theories, assessment, special-needs edu-cation, and pedagogical content knowledge in se-lected subject areas. All eight universities have theirown teacher education strategies and curricula thatare nationally coordinated to ensure coherence, butlocally crated in order to make the best use o theuniversitys resources and other nearby resources.

As a general rule, primary school teacher education

includes 60 ECTS credits o pedagogical studiesand at least 60 more ECTS credits or other coursesin the educational sciences. The masters thesisrequires independent research, participation inresearch seminars, and presentation o a nal educa-tional study. The common credit weighting associ-ated with this research work in all universities is 40ECTS credits. The renewed teacher education cur-riculum in Finland expects primary school teachercandidates to complete a major in educational sci-ences and a total o 60 ECTS credit in minor stud-

ies o subjects included in the National FrameworkCurriculum or basic schools.

Subject teacher education ollows the same prin-ciples as primary school teacher education, but isarranged dierently. A prospective subject teachermajors in the eld he or she will be teaching (e.g.,mathematics or music). For this subject, advancedstudies involving 90 ECTS credits are normally re-quired. In addition, 60 ECTS credits are required ina second school subject. Generally, the Department

o Teacher Education organizes courses in peda-gogical studies in collaboration with subject-matterprograms oered by certain aculties, which alsoare responsible or teacher education o their ownstudents. Academic subject aculties, who also havean important role in teacher education in Finland,issue masters degrees or subject teachers.

There are two main ways to become a subjectteacher. Most students rst complete a masters de-


4/8


Third Term (17 credits)

Social, historical and philosophical

foundations of education (5)

Evaluation and development of teaching (7)

Advanced teaching practice in Teacher

Training School or Field School (5)

Fourth Term (12 credits) Research seminar (4)

Final teaching practice in Teacher

Training School or Field School (8)

Table 1. Structure of subject teacher education program at the University of Helsinki

Bachelors level (25 ECTS credits) Masters level (35 credits)

First Term (18 credits)

Developmental psychology and learning (4)

Special education (4)

Introduction to subject didactics (10)

Second Term (7 credits)

Basic teaching practice in Teacher

Training School (7)

As part of Masters program:

Research methodology (6)

gree with one major subject and one or two minorsubjects. Students then apply to the department o

teacher education or their ocus subject. One aca-demic year (60 ECTS credits) is spent in pedagogi-cal studies, ocusing on subject-oriented teachingstrategies. The other way to become a subjectteacher is to apply directly to the teacher educa-tion program when applying to study a subject.Normally, ater the second year o subject studies,students start pedagogical studies in the educationdepartment. The curriculum or this second path-way is identical to the rst, only scheduled di-erently within the bachelors and masters tracks,

typically over our academic terms as shown in anexample o the University o Helsinki in Table 1(above).

Instruction in Finnish teacher-education depart-ments is arranged to refect pedagogical principlesthat newly prepared teachers are expected to prac-tice in their own classrooms. Although each uni-versity teacher has ull pedagogical autonomy, ev-ery department o teacher education in Finland hasa detailed and oten binding strategy or improv-

ing the quality o its teacher-education programs.Subject-ocused pedagogy and its research in, orexample, science education are well-advanced inFinnish universities. Strategies o cooperative andproblem-based learning, refective practice, andcomputer-supported education are common in allFinnish universities. A Finnish higher educationevaluation system that rewards eective, innova-tive university teaching practice has served as animportant driver o these positive developments.

Integration of theory, research, and practice

Finlands commitment to research-based teacher

education means that educational theories, researchmethodologies and practice all play an importantpart in preparation programs. Teacher educationcurricula are designed to create a systematic path-way rom the oundations o educational thinkingto educational research methodologies and then onto more advanced elds o the educational scienc-es. Each student thereby builds an understandingo the systemic, interdisciplinary nature o edu-cational practice. Finnish students also learn theskills o how to design, conduct, and present origi-

nal research on practical or theoretical aspects oeducation. Another important element o Finnishresearch-based teacher education is practical train-ing in schools, which is a key component o thecurriculum, integrated with research and theory.

Teaching practice is integrated into both theoreti-cal and methodological studies. Over the ve-yearprogram, candidates advance rom basic practice toadvanced practice and then to nal practice. Duringeach o these phases, students observe lessons by

experienced teachers, practice teaching observedby supervisory teachers, and deliver independentlessons to dierent groups o pupils while beingevaluated by supervising teachers and Departmento Teacher Education proessors and lecturers.

There are two main kinds o practicum experi-ences within teacher education programs in Fin-land. The rsta minor portion o clinical train-ingoccurs in seminars and small-group classes


5/8


in the Department o Education, where studentspractice basic teaching skills in ront o their peers.The secondthe major teaching practicehap-pens mostly in special Teacher Training Schoolsgoverned by the universities, which have similarcurricula and practices as normal public schools.Some student teachers also practice in a networko selected Field Schools. Primary school teachereducation students devote approximately 15 per-cent o their intended study time (about 40 ECTScredits) to practice teaching in schools. In subjectteacher education, practice teaching comprisesabout one third o the curriculum.

Although Teacher Training Schools constitutethe main portion o the network where Finnishstudents complete their practice teaching, somenormal public schools (called Municipal FieldSchools) also serve the same purpose. (See Figure1, below.) Schools where practice teaching occurshave higher proessional sta requirements, andsupervising teachers have to prove that they arecompetent to work with student teachers. TeacherTraining Schoolsare also expected to pursue re-search and development roles in collaboration withthe Department o Teacher Education and, some-times, with the academic aculties who also haveteacher education unctions. These schools can,thereore, introduce sample lessons and alterna-tive curricular designs to student teachers. Theseschools also have teachers who are well-prepared

in supervision and teacher proessional develop-ment and assessment strategies.

Professional Learning and DevelopmentFinnish teachers possessing a masters degree have

the right to participate in post-graduate studies tosupplement their proessional development. Manyteachers take advantage o the opportunity topursue doctoral studies in education, oten whilesimultaneously teaching school. For doctoral stud-ies in education, students must complete advancedstudies in the educational sciences. This meansthat subject teachers much change their ocus romtheir initial academic concentration, e.g., chemis-try, to education, so that they not only understandtheir subject expertly, but also how the content canbe better taught.

While Finnish teacher education has been praisedor its systematic academic structure and highoverall quality (Jussila & Saari, 2000), proessionaldevelopment and in-service programs or teachersare more variable. In Finland, induction o newteachers into their rst teaching position is lessuniorm than initial preparation. It is up to eachschool and municipality to take care o new teach-ers induction to their teaching assignments. Someschools, as part o their mission, have adoptedadvanced procedures and support systems or newsta, whereas other schools simply bid new teach-ers welcome and show them their classrooms. In

Municipal Field

Schools

UNIVERSITY OF OULU

BoardAdministration

Faculties with

teacher education

Faculty of

Humanities

Faculty of

Science

Faculty of

Education

Faculty of

Technology

Faculty of

Economics

Faculty of

Medicine

TeacherTrainingSchool

TeacherTrainingSchool

Research

Coordination

Units

Independent

Units

Regional

Units

Figure 1. Structure of the University of Oulu and the organization of teacher education


6/8


some schools, induction is a specic responsibilityo school principals or deputy principals, while inothers, induction responsibilities may be assignedto experienced teachers. Teacher induction is anarea that requires urther development in Finland,as has been pointed out in a recent European Com-mission report (2004).

Concerns have also been raised recently aboutthe variability o in-service education. Munici-palities, as the overseers o primary, middle andhigh schools, are responsible or providing teach-ers learning opportunities, based on their needs.Whereas some Finnish municipalities organizein-service programs uniormly or all teachers, inothers, it is up to individual teachers or schoolprincipals to decide how much and what type oproessional development is needed and whethersuch interventions will be unded. Althoughschools are equitably nanced, the central govern-ment has only limited infuence on the budget deci-sions made by municipalities or schools. Thereore,some schools receive greater allocations or proes-sional development and school improvement thanothers, especially where, during times o economicdownturn, proessional development budgets arethe rst to vanish.

Teachers annual duties include three days devotedto planning and proessional development. Accord-ing to a Finnish national survey, teachers devotedabout seven working days per year on average toproessional development in 2007; approximatelyhal was drawn rom teachers personal time. Abouttwo-thirds o primary and secondary school teach-ers participated in proessional development thatyear (Kumpulainen, 2007).

In response to concerns that participation in pro-

essional development may be decreasing (Ministryo Education, 2009), the government is planningsubstantial increases in proessional developmentbudgets and considering ways to require that allteachers must have access to adequate proes-sional training nanced by municipalities. Thestate budget annually allocates some $30 millionto proessional development o teachers and schoolprincipals through various orms o pre-tertiary andcontinuing education. The government determines

the ocus o the training, based on current nationaleducational development needs, and the training iscontracted out to service providers on a competitivebasis. The Finnish Ministry o Education (2009), incollaboration with municipalities, plans to doublethe public unding or teacher proessional develop-ment by 2016.

The Teachers Tools:Curriculum and Assessment

Since teacher education became part o academicuniversity studies in the 1970s, Finnish teachersproessional identity and status have graduallyincreased. During the course o Finlands educationreorms, teachers have demanded more autonomyand responsibility or curriculum and studentassessment (Aho et al., 2006). The proessional au-thority and autonomy that teachers have in Finlandis an important actor in explaining why so manyyoung Finns consider teaching as their most ad-mired uture job.

While the National Curriculum Framework orBasic School and similar documents or uppersecondary education provide guidance to teachers,curriculum planning is the responsibility o schoolsand municipalities. The school-level curriculum isapproved by local education authorities and teach-ers and school principals play a key role in curricu-lum design. Teacher education provides them withwell developed curriculum knowledge and plan-ning skills. Moreover, the importance o curricu-lum design in teacher practice has helped shit theocus o proessional development rom ragmentedin-service training towards more systemic, theoreti-cally grounded schoolwide improvement eorts.

Along with curriculum design, teachers play a keyrole in assessing students. Finnish schools do notuse standardized testing to determine student suc-cess. There are three primary reasons or this. First,while assessment practice is well-grounded in thenational curriculum, education policy in Finlandgives a high priority to individualized educationand creativity as an important part o how schoolsoperate. Thereore the progress o each student inschool is judged more against his or her individualprogress and abilities rather than against statisticalindicators. Second, education developers insist that


7/8


curriculum, teaching, and learning should driveteachers practice in schools, rather than testing.Student assessment in Finnish schools is embed-ded in the teaching and learning process and usedto improve both teachers and students workthroughout the academic year. Third, determiningstudents academic perormance in Finland is seenas a responsibility o the school, not the externalassessors. Finnish schools accept that there may besome limitations on comparability when teachersdo all the grading o students. At the same time,Finns believe that the problems oten associatedwith external standardized testingnarrowingo the curriculum, teaching to the test, and un-healthy competition among schoolscan be moreproblematic. Since Finnish teachers must designand conduct appropriate curriculum-based assess-ments to document student progress, classroomassessment and school-based evaluation are im-portant parts o teacher education and proessionaldevelopment.

Although Finnish teachers work consists primar-ily o classroom teaching, many o their duties layoutside o class. Formally, teachers working timein Finland consists o classroom teaching, prepa-ration or class, and two hours a week planning

school work with colleagues. From an internation-al perspective, Finnish teachers devote less time toteaching than do teachers in many other nations.For example, a typical middle school teacher inFinland teaches just less than 600 hours annually,corresponding to about our 45-minute lessonsa day. In the United States, by contrast, a teacherat the same level devotes 1,080 hours to teachingover 180 school days as shown in Figure 2 (OECD,2008). This means that a middle school teacher inthe United States, on average, devotes about twiceas much time to classroom teaching comparedwith his or her counterpart in Finland.

This, however, does not imply that teachers inFinland work less than they do elsewhere. Animportantand still voluntarypart o Finnishteachers work is devoted to the improvement oclassroom practice, the school as a whole, andwork with the community. Because Finnish teach-ers take on signicant responsibility or curricu-lum and assessment, as well as experimentation

with and improvement o teaching methods, someo the most important aspects o their work areconducted outside o classrooms.

Future Policy Issues in FinlandFinland improves its schools and teacher educa-tion programs through continuous evaluation andreview. In 2007, the Ministry o Education identi-ed these issues as important to address:

1. Responding to the changing society. Declin-ing age cohorts and growing retirements create achallenge or preparing enough new teachers orthe uture. Meanwhile, Finnish schools must ac-commodate a growing number o immigrant andspecial-needs students. Teacher education mustcontinue to adapt to prepare educators or work in

a changing social and cultural world.

2. Offering systematic professional develop-

ment for all teachers. Teacher education andteacher proessional development should orm astronger continuum, with induction available toall teachers and included as part o lielong pro-essional development. Municipalities should berequired to ensure that each teacher has access torelevant proessional development.

3. Creating a teacher education strategy foreach university. Each university oering teachereducation should have an updated, comprehensiveteacher education strategy, coordinated among theuniversitys various units, and guaranteeing mobil-

Figure 2. Average net teaching hours per year in

Finland, the United States, and OECD countries

1200

1000

800

600

400

200

0

Primary school Middle school High school

Finland United States OECD average

Source: (OECD, 2008)


8/8


ity across institutions. These strategies should alsoput a strong ocus on enhancing the universitysrole in providing in-service training and proes-sional development to teachers.

4. Strengthening research on teacher educa-

tion. Research on teacher education should bestrengthened through a better, more coordinatednational research program that includes conduct-ing research on eective teacher education.

Lessons from Finlands SuccessNo single thing can explain Finlands outstandingeducational perormance. However, most analystsobserve that excellent teachers play a critical role.Among the successul practices that we can take

rom Finland are:

Thedevelopmentofrigorous,research-based teacher education programs thatprepare teachers in content, pedagogy, andeducational theory, as well as the capacity todo their own research, and that include eldwork mentored by expert veterans;

Signicantnancialsupportforteachereducation, proessional development, rea-sonable and equitable salaries, and support-

ive working conditions; Thecreationofarespectedprofessionin

which teachers have considerable authorityand autonomy, including responsibility orcurriculum design and student assessment,which engages them in the ongoing analysisand renement o practice.

Teachers capacity to teach in classrooms and workcollaboratively in proessional communities hasbeen systematically built through academic teacher

education. In addition, a critical condition or at-tracting the most able young people to teaching isthat teachers work is an independent and respect-ed proession, rather than just a technical imple-mentation o externally mandated standards andtests. Teachers strong competence and prepared-ness creates the prerequisite or the proessionalautonomy that makes teaching a valued career.

ReferencesAho, E., Pitknen, K. & Sahlberg, P. (2006). Policy

development and reorm principles o basic and secondaryeducation in Finland since 1968.Washington, DC: WorldBank.

European Commission (2004). Common European prin-

ciples or teacher competences and qualications. Brus-sels: Directorate-General or Education and Culture.Available at: http://www.see-educoop.net/education_in/pd/01-en_principles_en.pd.

European Higher Education Area (2009). Bologna Pro-cess. Vienna: Austrian Federal Ministry o Science andResearch. Available at: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/Bologna_booklet.pd.

Helsingin Sanomat (2004). Ykkssuosikki: Opettajan am-matti [Top avorite: Teaching proession]. February 11,2004.

Jakku-Sihvonen, R. & Niemi, H. (Eds.) (2006). Research-based teacher education in Finland: Refections by Finnishteacher educators. Research Report 25. Turku: FinnishEducational Research Association.

Jussila, J. & Saari, S. (Eds.) (2000). Teacher education as auture-molding actor: International evaluation o teachereducation in Finnish universities. Helsinki: Higher Educa-tion Evaluation Council. Available at: http://www.kka./?l=en&s=4.

Kumpulainen, T. (Ed.) (2008). Opettajat Suomessa 2008[Teachers in Finland 2008]. Helsinki: Opetushallitus.

Ministry o Education (2007). Opettajankoulutus 2020[Teacher education 2020]. Committee Report 2007:44.

Helsinki: Ministry o Education.Ministry o Education (2009). Ensuring proessional compe-tence and improving opportunities or continuing educa-tion in education. Committee Report 2009:16. Helsinki:Ministry o Education.

OAJ (2008). Teacher education in Finland. Helsinki: Thetrade union o education in Finland. Available in the In-ternet at: http://www.oaj./pls/portal/docs/page/oaj_internet/01/05tiedotteet/03julkaisut/opekoulutuseng.pd.

OECD (2008). Education at a glance. Education indicators.Paris: OECD.

Sahlberg, P. (2007). Education policies or raising studentlearning: The Finnish approach.Journal o Education

Policy, 22(2), 147-171.Statistics Finland (2010). Education. Retrieved September

4, 2010 rom http://www.stat./til/kou_en.html.Westbury, I., Hansen, S-E., Kansanen, P. & Bjrkvist, O.

(2005). Teacher education or research-based practicein expanded roles: Finlands experience. ScandinavianJournal o Educational Research, 49(5), 475-485.

Vlijrvi, J. & Sahlberg, P. (2008). Should a ailingstudent repeat a grade? Retrospective response romFinland.Journal o Educational Change, 9(4), 385-389.

oStanford Center for

Opportunity Policy in Education

sc e

secret-finland’s-success-educating-teachers

Documents