The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Nordic Journal of Comparative and International Education (NJCIE)
This article analyses empirical data to assess the possible transfer of Finnish teacher education... more This article analyses empirical data to assess the possible transfer of Finnish teacher education policy, and more specifically, the university training school, into another context. Transnational organisations increasingly pressure nation-states to carry out education policy change, especially due to dissatisfaction with international assessment outcomes. As a high performer in the Programme for International Student Assessment (PISA), administered by the Organisation for Economic Cooperation and Development (OECD), Finland has been at the centre of international attention. PISA revealed that the high quality of Finnish teachers contributes to the overall calibre of the country’s education system. Thus, Finnish teacher education has become a model for other education systems. This article uses empirical research to explore the export possibilities of the Finnish normaalikoulu, or university training school. It implements qualitative methodology, using semi-structured interviews wit...
Finnish education has received worldwide attention due to the country’s performances in the Progr... more Finnish education has received worldwide attention due to the country’s performances in the Programme for International Student Assessment (PISA). Research investigating Finland’s positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. Finnish student teachers must undertake research-based teacher education culminating in a master’s degree. The study of educational science, underpinned by empirical research, creates teacher-researchers. A Nordic/Continental view of educational governance allows for input control in terms of a national core curriculum in Finland, without surveillance of outcomes. The structure of the Finnish education system, characterised by decentralisation and the national core curriculum, entrusts teachers to make their own pedagogical decisions. This leads to autonomous and agentic teachers in terms of decision-making on the classroom, school, and professional levels, both individua...
Times Education Supplement article from January 2015, about the professionalisation, or lack ther... more Times Education Supplement article from January 2015, about the professionalisation, or lack thereof, of teachers in England.
This article analyses empirical data to assess the possible transfer of Finnish teacher education... more This article analyses empirical data to assess the possible transfer of Finnish teacher education policy, and more specifically, the university training school, into another context. Transnational organisations increasingly pressure nation-states to carry out education policy change, especially due to dissatisfaction with international assessment outcomes. As a high performer in the Programme for International Student Assessment (PISA), administered by the Organisation for Economic Cooperation and Development (OECD), Finland has been at the centre of international attention. PISA revealed that the high quality of Finnish teachers contributes to the overall calibre of the country's education system. Thus, Finnish teacher education has become a model for other education systems. This article uses empirical research to explore the export possibilities of the Finnish normaalikoulu, or university training school. It implements qualitative methodology, using semi-structured interviews with Finnish educationalists to explore the possible export of Finnish education, the implications in terms of policy transfer, and the migration of ideas, specifically the university-affiliated, teacher training school. The export and migration of Finnish education and its impact on education policy are discussed in this article, along with educational export's position in trans-national policy formation.
Background
International achievement studies such as the Programme for International Student Asse... more Background International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England. Main argument This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualized from the wider values and underpinnings of Finnish education. This piecemeal, “pick ‘n’ mix” (Morris 2012) approach to education policy reform ignores the fact that educational policies and “practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices” (Kemmis and Heikkinen 2012, 157). Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy makers in the reforms. Sources of evidence Two teacher preparation reforms in England, the University Training Schools (outlined in the UK government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, which is a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate “ecosystems.” Evidence of educational policy borrowing in other settings is also considered. Conclusions Both the MTL and the White Paper reforms overlook the “ecosystem” surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for “quick fix” (Noah 1984, 550; Phillips and Ochs 2004, 780) options instead of utilising academic evidence for investigation on education and education reform.
Part of a Compare forum, entitled The power and politics of international comparisons, mediated b... more Part of a Compare forum, entitled The power and politics of international comparisons, mediated by Angeline M. Barrett and Michael Crossley.
"Next, Chung looks to the example of Finland, a country that has consistently performed well in PISA. She argues that Finnish success derives from a long-term planning approach that contrasts with the UK’s ideologically driven, ‘quick fix’ policy reactions. She urges comparative researchers to engage with policy makers over the interpretation of international comparisons. She offers the example of a UK Working Group doing just that, with which three of this Forum’s contributors are involved.
Finland’s high results in the Programme of International Student Assessment (PISA) are often attr... more Finland’s high results in the Programme of International Student Assessment (PISA) are often attributed to its contextual factors, such as its culture and society. Egalitarian values and the welfare state provide explanation for some of the reasons behind its PISA success; however, the other Nordic countries of Sweden, Denmark, Norway, and Iceland do not have the same outcomes in PISA. Finland scored higher than not only the rest of the Nordic countries, but also most of the world. Its strikingly good results indicate an enviable difference in achievement, which raises the question of why Finland scores higher in PISA than in the other Nordic countries. The Finnish perspective on the matter provides insight on these outcomes; therefore, this article explores the reasons behind these PISA results from the perspective of Finnish educationalists. The empirical results uncover the salient factors such as teachers and teacher education, attitude towards education and national values, and societal makeup and immigration. This writing explores the uniquely Finnish features that promote high performance in PISA.
The success of Finland in the Programme for International Student Assessment (PISA) highlights th... more The success of Finland in the Programme for International Student Assessment (PISA) highlights the quality of Finnish teacher education underpinning its consistently high performance in the survey. In 2010 the UK government initiated a masters in teaching and learning (MTL) in order to raise the education level of teachers, following Finland’s teacher education model. Educationists both past and present, however,
The success of Finland in the Programme for International Student Assessment (PISA) highlights th... more The success of Finland in the Programme for International Student Assessment (PISA) highlights the quality of Finnish teacher education underpinning its consistently high performance in the survey. In 2010 the UK government initiated a masters in teaching and learning (MTL) in order to raise the education level of teachers, following Finland’s teacher education model. Educationists both past and present, however,
International Perspectives on Education and …, Jan 1, 2010
Page 1. FINLAND, PISA, AND THE IMPLICATIONS OF INTERNATIONAL ACHIEVEMENT STUDIES ON EDUCATION POL... more Page 1. FINLAND, PISA, AND THE IMPLICATIONS OF INTERNATIONAL ACHIEVEMENT STUDIES ON EDUCATION POLICY Jennifer H. Chung ABSTRACT Finland's performance in PISA has created considerable interest ...
Compare: A Journal of Comparative and …, Jan 1, 2010
This research focuses upon Finland's historical, cultural, and social context as a part of t... more This research focuses upon Finland's historical, cultural, and social context as a part of the Nordic countries and also its immense success in PISA. This project uncovers some of the factors contributing to Finland's success in education, as indicated by the results in PISA. Finland's history as ...
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Nordic Journal of Comparative and International Education (NJCIE)
This article analyses empirical data to assess the possible transfer of Finnish teacher education... more This article analyses empirical data to assess the possible transfer of Finnish teacher education policy, and more specifically, the university training school, into another context. Transnational organisations increasingly pressure nation-states to carry out education policy change, especially due to dissatisfaction with international assessment outcomes. As a high performer in the Programme for International Student Assessment (PISA), administered by the Organisation for Economic Cooperation and Development (OECD), Finland has been at the centre of international attention. PISA revealed that the high quality of Finnish teachers contributes to the overall calibre of the country’s education system. Thus, Finnish teacher education has become a model for other education systems. This article uses empirical research to explore the export possibilities of the Finnish normaalikoulu, or university training school. It implements qualitative methodology, using semi-structured interviews wit...
Finnish education has received worldwide attention due to the country’s performances in the Progr... more Finnish education has received worldwide attention due to the country’s performances in the Programme for International Student Assessment (PISA). Research investigating Finland’s positive outcomes in the assessment has highlighted not only the strength of teachers, but also the rigour of Finnish teacher education. Finnish student teachers must undertake research-based teacher education culminating in a master’s degree. The study of educational science, underpinned by empirical research, creates teacher-researchers. A Nordic/Continental view of educational governance allows for input control in terms of a national core curriculum in Finland, without surveillance of outcomes. The structure of the Finnish education system, characterised by decentralisation and the national core curriculum, entrusts teachers to make their own pedagogical decisions. This leads to autonomous and agentic teachers in terms of decision-making on the classroom, school, and professional levels, both individua...
Times Education Supplement article from January 2015, about the professionalisation, or lack ther... more Times Education Supplement article from January 2015, about the professionalisation, or lack thereof, of teachers in England.
This article analyses empirical data to assess the possible transfer of Finnish teacher education... more This article analyses empirical data to assess the possible transfer of Finnish teacher education policy, and more specifically, the university training school, into another context. Transnational organisations increasingly pressure nation-states to carry out education policy change, especially due to dissatisfaction with international assessment outcomes. As a high performer in the Programme for International Student Assessment (PISA), administered by the Organisation for Economic Cooperation and Development (OECD), Finland has been at the centre of international attention. PISA revealed that the high quality of Finnish teachers contributes to the overall calibre of the country's education system. Thus, Finnish teacher education has become a model for other education systems. This article uses empirical research to explore the export possibilities of the Finnish normaalikoulu, or university training school. It implements qualitative methodology, using semi-structured interviews with Finnish educationalists to explore the possible export of Finnish education, the implications in terms of policy transfer, and the migration of ideas, specifically the university-affiliated, teacher training school. The export and migration of Finnish education and its impact on education policy are discussed in this article, along with educational export's position in trans-national policy formation.
Background
International achievement studies such as the Programme for International Student Asse... more Background International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England. Main argument This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualized from the wider values and underpinnings of Finnish education. This piecemeal, “pick ‘n’ mix” (Morris 2012) approach to education policy reform ignores the fact that educational policies and “practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices” (Kemmis and Heikkinen 2012, 157). Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy makers in the reforms. Sources of evidence Two teacher preparation reforms in England, the University Training Schools (outlined in the UK government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, which is a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate “ecosystems.” Evidence of educational policy borrowing in other settings is also considered. Conclusions Both the MTL and the White Paper reforms overlook the “ecosystem” surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for “quick fix” (Noah 1984, 550; Phillips and Ochs 2004, 780) options instead of utilising academic evidence for investigation on education and education reform.
Part of a Compare forum, entitled The power and politics of international comparisons, mediated b... more Part of a Compare forum, entitled The power and politics of international comparisons, mediated by Angeline M. Barrett and Michael Crossley.
"Next, Chung looks to the example of Finland, a country that has consistently performed well in PISA. She argues that Finnish success derives from a long-term planning approach that contrasts with the UK’s ideologically driven, ‘quick fix’ policy reactions. She urges comparative researchers to engage with policy makers over the interpretation of international comparisons. She offers the example of a UK Working Group doing just that, with which three of this Forum’s contributors are involved.
Finland’s high results in the Programme of International Student Assessment (PISA) are often attr... more Finland’s high results in the Programme of International Student Assessment (PISA) are often attributed to its contextual factors, such as its culture and society. Egalitarian values and the welfare state provide explanation for some of the reasons behind its PISA success; however, the other Nordic countries of Sweden, Denmark, Norway, and Iceland do not have the same outcomes in PISA. Finland scored higher than not only the rest of the Nordic countries, but also most of the world. Its strikingly good results indicate an enviable difference in achievement, which raises the question of why Finland scores higher in PISA than in the other Nordic countries. The Finnish perspective on the matter provides insight on these outcomes; therefore, this article explores the reasons behind these PISA results from the perspective of Finnish educationalists. The empirical results uncover the salient factors such as teachers and teacher education, attitude towards education and national values, and societal makeup and immigration. This writing explores the uniquely Finnish features that promote high performance in PISA.
The success of Finland in the Programme for International Student Assessment (PISA) highlights th... more The success of Finland in the Programme for International Student Assessment (PISA) highlights the quality of Finnish teacher education underpinning its consistently high performance in the survey. In 2010 the UK government initiated a masters in teaching and learning (MTL) in order to raise the education level of teachers, following Finland’s teacher education model. Educationists both past and present, however,
The success of Finland in the Programme for International Student Assessment (PISA) highlights th... more The success of Finland in the Programme for International Student Assessment (PISA) highlights the quality of Finnish teacher education underpinning its consistently high performance in the survey. In 2010 the UK government initiated a masters in teaching and learning (MTL) in order to raise the education level of teachers, following Finland’s teacher education model. Educationists both past and present, however,
International Perspectives on Education and …, Jan 1, 2010
Page 1. FINLAND, PISA, AND THE IMPLICATIONS OF INTERNATIONAL ACHIEVEMENT STUDIES ON EDUCATION POL... more Page 1. FINLAND, PISA, AND THE IMPLICATIONS OF INTERNATIONAL ACHIEVEMENT STUDIES ON EDUCATION POLICY Jennifer H. Chung ABSTRACT Finland's performance in PISA has created considerable interest ...
Compare: A Journal of Comparative and …, Jan 1, 2010
This research focuses upon Finland's historical, cultural, and social context as a part of t... more This research focuses upon Finland's historical, cultural, and social context as a part of the Nordic countries and also its immense success in PISA. This project uncovers some of the factors contributing to Finland's success in education, as indicated by the results in PISA. Finland's history as ...
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Papers by Jennifer Chung
International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.
Main argument
This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualized from the wider values and underpinnings of Finnish education. This piecemeal, “pick ‘n’ mix” (Morris 2012) approach to education policy reform ignores the fact that educational policies and “practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices” (Kemmis and Heikkinen 2012, 157). Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy makers in the reforms.
Sources of evidence
Two teacher preparation reforms in England, the University Training Schools (outlined in the UK government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, which is a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate “ecosystems.” Evidence of educational policy borrowing in other settings is also considered.
Conclusions
Both the MTL and the White Paper reforms overlook the “ecosystem” surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for “quick fix” (Noah 1984, 550; Phillips and Ochs 2004, 780) options instead of utilising academic evidence for investigation on education and education reform.
"Next, Chung looks to the example of Finland, a country that has consistently performed well in PISA. She argues that Finnish success derives from a long-term planning approach that contrasts with the UK’s ideologically driven, ‘quick fix’ policy reactions. She urges comparative researchers to engage with policy makers over the interpretation of international comparisons. She offers the example of a UK Working Group doing just that, with which three of this Forum’s contributors are involved.
International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.
Main argument
This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualized from the wider values and underpinnings of Finnish education. This piecemeal, “pick ‘n’ mix” (Morris 2012) approach to education policy reform ignores the fact that educational policies and “practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices” (Kemmis and Heikkinen 2012, 157). Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy makers in the reforms.
Sources of evidence
Two teacher preparation reforms in England, the University Training Schools (outlined in the UK government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, which is a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate “ecosystems.” Evidence of educational policy borrowing in other settings is also considered.
Conclusions
Both the MTL and the White Paper reforms overlook the “ecosystem” surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for “quick fix” (Noah 1984, 550; Phillips and Ochs 2004, 780) options instead of utilising academic evidence for investigation on education and education reform.
"Next, Chung looks to the example of Finland, a country that has consistently performed well in PISA. She argues that Finnish success derives from a long-term planning approach that contrasts with the UK’s ideologically driven, ‘quick fix’ policy reactions. She urges comparative researchers to engage with policy makers over the interpretation of international comparisons. She offers the example of a UK Working Group doing just that, with which three of this Forum’s contributors are involved.