Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Mathematics and Science
In Finland, a master’s degree is a prerequisite for teacher qualification. Eight universities provide teacher education for both general classroom teachers as well as specialist teachers. The general content and structure of teacher education programs, as well as the master’s degree program requirements, fall under government regulations.6 Universities have independence regarding the specific content of teacher education programs.
Classroom teachers are responsible for teaching students in Grades 1 to 6. Prospective classroom teachers major in education and normally complete their master’s degree programs within five years (300 European Credit Transfer System credits). The content of programs varies between universities. The structure of programs at the University of Jyväskylä is presented here. The extent of obligatory study in mathematics education is about seven credits (2 percent of the master’s degree). In chemistry and physics education, the amount of compulsory study is three credits in each subject. Besides the compulsory courses, prospective classroom teachers may complete an elective minor subject (60 credits), which qualifies them to teach this particular subject as a specialist teacher in Grades 7 to 9. On average, about 10 percent of prospective teachers select mathematics as their minor. Altogether, 27 credits are allocated to a guided teaching practicum during pedagogical studies (60 credits).7
Specialist teacher education is provided in cooperation with different university departments and faculties. Subject-specific courses are taken in the department of the particular subject (e.g., mathematics) and the department of teacher education provides pedagogical courses. Teaching practicums included in pedagogical studies are organized at university teacher training schools, and at so-called affiliated schools. In general, specialist teacher education lasts five to six years.
Prospective specialist teachers in mathematics and science choose a major (160 credits) and a minor (60 credits) within the subjects they intend to teach. Typical combinations are mathematics and physics; mathematics and chemistry; mathematics and computer science; and physics, chemistry, and biology. Specialist teachers are required to take 60 credits of pedagogical studies, one-third of which consist of guided teaching practice (20 credits). Prospective specialist teachers complete their master’s thesis (20 credits) in their subject area major.
Requirements for Ongoing Professional Development
Teachers’ collective agreements on working conditions regulate teachers’ obligation to participate in professional development for three days during each school year.8 Teacher employers, such as municipalities, typically are responsible for organizing and funding their staff’s professional development, including in-service training. Regional authorities and the National Board of Education also provide in-service training. The content and focus of in-service training vary between municipalities and regional authorities.
The National Board of Education also is responsible for funding, monitoring, and promoting teacher professional development, usually focusing on topics relevant to national education policy. Education providers can apply for funding from the National Board of Education on a yearly basis.9
In 2014, the Ministry of Education and Culture started a new teacher professional development program, whose target is to train 50,000 teachers in a two year period. The development program is organized and funded through regional authorities and the National Board of Education.10