GEOGRAPHY AND BIOLOGY AND TEACHER EDUCATION IN FINLAND

TitleGEOGRAPHY AND BIOLOGY AND TEACHER EDUCATION IN FINLAND
Publication TypeJournal Article
Year of Publication2004
AuthorsJeronen, E
JournalJournal of Baltic Science Education
Volume3
Issue2
Start Page5-14
Date PublishedMarch/2003
Type of ArticleOriginal article
ISSN1648-3898
Keywordsbiology, education process, geography, integration, school practice, subject didactics
Abstract

Since 1990 the Finnish society, the school system and the teacher education have strongly changed. The aim of the article is to discuss what kind geographical and biological teacher education has been and how it is nowadays in the University of Oulu. The study reported here is a qualitative case study. The resultant data is based on reflective diaries written by 74 student teachers in 1998-2003. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, the programme of the geographical and biological teacher education in the University of Oulu creates a good basement for the development of teacher identity and for acting as a teacher.
The most of the reflections in study diaries concerned the subject education. This is understandable for the student teachers wrote their thoughts about modules in connection of subject education. Based on the study diaries of the geographical and biological student teachers, there seems to be a gap between theory and practice, especially between the educational sciences and the other parts of the pedagogical studies. The bridges both between educational sciences and subject education and subject education and the school practice seem to be quite strong. The educational sciences form the theoretical framework for the wholeness of the pedagogical studies. Therefore it is natural that it is more theoretical than the subject education and school practice are. However, we must try to find ways to link the educational studies more tightly to the other parts of the pedagogical studies. Otherwise there is a danger that student teachers reject the theory as a base of their profession.

Refereed DesignationRefereed