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Empowered Educators in Finland
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Table of Contents

Foreword v Acknowledgments ix About the Sponsoring Organizations xiii About the Authors xv Online Documents and Videos xix The Context 4 Finnish Policies and Practices of Teacher Education 10 Subject Teacher Education 29 The Teachers' Academy at the University of Helsinki 32 After Graduation: Supports for Quality Teaching in Schools 33 The Role of the Teacher in Finnish Schools 33 Multiculturalism in Schools 39 Teacher Appraisal in Finnish Schools: A Focus upon Personal Responsibility and Feedback for Growth 40 Teachers' Careers: Organic and Local Novice and Professional Development 44 Decisions for the Future of Quality Teaching in Finland 51 A Case of the "Construction" of Teacher Quality 54 Aligned and Coherent Policies around Teaching and Teacher Preparation 55 An Investment in Learning to Teach in Practice Paired with Considerable Theoretical Support 56 A Focus upon Teachers' Agency and Responsibility 56 A Conception of Professional Development as Organic, Local, and In-time 57 A Focus upon Children-and a Refl ection of Key Ideas in Child Development 57 A Continued Investment in Strengthening Teacher Education 59 Looking Ahead 59 Sample Documents 60 Notes 61 Appendix: Methodology 63 References 65

About the Author

KAREN HAMMERNESS is the director of Educational Research and Evaluation at the American Museum of Natural History. Her research focuses on US and international teacher education. RAISA AHTIAINEN is a special education needs teacher and a project researcher at the Centre for Educational Assessment, University of Helsinki. Her recent work includes an investigation into issues of technology in education in Finnish schools and an examination of an initiative promoting multiculturalism in Finnish schools. PASI SAHLBERG is author of Finnish Lessons: What Can the World Learn from Educational Change in Finland? and is an international expert on teacher policies and education, educational leadership, and educational change. Twitter: @pasi_sahlberg

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