How to Train Good Teachers in Finnish Universities? Student Teachers' Study Process and Teacher Educators' Role in It

Autor/inn/en	Uusiautti, Satu; Määttä, Kaarina
Titel	How to Train Good Teachers in Finnish Universities? Student Teachers' Study Process and Teacher Educators' Role in It
Quelle	In: European Journal of Educational Research, 1 (2012) 4, S.339-352 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Study Habits; Learning Processes; Teacher Educators; Teacher Role; Performance Factors; Best Practices; Student Characteristics; Teacher Education Curriculum; Units of Study; Educational Environment; Educational Policy; Organizational Climate; Organizational Culture; Teacher Effectiveness; Teacher Influence; Preservice Teacher Education; Preservice Teachers; Student Teachers; Finland + Suchen Sie Ihr Suchwort? Ausland; Study behavior; Study behaviour; Studienverhalten; Learning process; Lernprozess; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Leistungsindikator; Lerneinheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Organisationsklima; Unternehmenskultur; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehramtsstudiengang; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Finnland
Abstract	Due to Finnish pupils' achievements in international comparisons, also Finnish teacher training has been widely acknowledged. Today's educational policies aim at making teacher training more effective in Finland. However, in order to realize this in practice, not only reforms in educational policy or institutions are enough. More attention should be paid on student teachers' study processes as a whole. In this article, we introduce an illustration of the factors that comprise student teachers' study processes at universities. Based on the illustration, we will discuss what makes a good study process as the teacher's academic degree and how teacher educators can make students' progress on their study paths motivating and fruitful. We argue that teacher educators should be more thoughtful and willing to genuinely help and confront students as individuals: teacher educators should act as mentors who further students' engagement in studying. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01