Literaturnachweis - Detailanzeige
Autor/inn/en | Mankki, Ville; Räihä, Pekka |
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Titel | The Hidden Admission Agendas in Finnish Primary Teacher Education in the 1990s, 2000s and 2010s |
Quelle | In: History of Education, 52 (2023) 1, S.76-89 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Mankki, Ville) ORCID (Räihä, Pekka) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0046-760X |
DOI | 10.1080/0046760X.2022.2080283 |
Schlagwörter | Foreign Countries; Admission Criteria; Teacher Education Programs; Educational History; Gender Differences; Age Differences; Educational Policy; Elementary School Teachers; Educational Change; Policy Analysis; Trend Analysis; Educational Trends; Educational Objectives; Disproportionate Representation; Males; College Entrance Examinations; Interdisciplinary Approach; Finland Ausland; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; History of education; Bildungsgeschichte; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Politikfeldanalyse; Trendanalyse; Bildungsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Male; Männliches Geschlecht; Aufnahmeprüfung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Finnland |
Abstract | Applicants' suitability for the teaching profession has been underlined in admissions to Finnish primary teacher education. Nevertheless, hidden agendas beyond teacher competence frameworks and attribute definitions have also influenced primary teacher admissions, particularly in the last three decades (the 1990s, 2000s and 2010s). This article investigates these agendas connected with the gender and age distribution of the admitted students, and illustrates how these agendas have led to admission reforms, the outcomes of which have usually been insufficient, unpredictable or even undesirable. It provides reinvigoration for the historical research of teacher education policy trends, insights into the gender segregation and age segregation of model citizenship and a more explicit articulation of the aims and visions of teacher education programmes in Finland. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |