Understanding Teacher Evaluation in Finland: A Professional Development Framework

Download

index.pdf

Date

2019-04-01

Author

Tarhan, Hakan
Karaman, Abdullah Cendel
Kemppinen, Lauri
Aerila, Juli-Anna

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

215
views

688
downloads

This study explores the characteristics of the teacher evaluation model in Finland. Highlighting the unique qualities of the Finnish case, we also compare these teacher evaluation practices with the increasingly applied value-added model (VAM) for teacher evaluation across the globe. Our analysis revealed that the Finnish Model prioritises teacher empowerment and professional development by carrying out bottom-up evaluation practices. With a clear focus on teacher empowerment and professional development, this framework substantially differs from accountability measures such as VAM, which emphasize rigid data collection procedures and the use of standardized test scores to hold teachers accountable based on their students' academic performance. This study also revealed that professional development endeavours of teachers are highlighted as the key elements in Finnish teacher evaluation. Ongoing needs analyses for professional development also form the basis for assessing teachers in Finland.

Subject Keywords

Teacher accountability, Value-added modelling, Finland, Teacher evaluation

URI

https://hdl.handle.net/11511/42738

Journal

AUSTRALIAN JOURNAL OF TEACHER EDUCATION

DOI

https://doi.org/10.14221/ajte.2018v44n4.3

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

Developing reflective teachers : a study on perception and improvement of reflection in pre-service teacher education ping program and testing its effectiveness Erginel, Senem Şanal; Yıldırım, Ali; Department of Educational Sciences (2006) This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective teacher education. Within this process, it considers pre-service teachers' perceptions on becoming reflective and their focus of attention throughout their practicum. In relation to these, it analyzes pre-service teachers' improvement in reflection by focusing on various methods of promotion for reflectivity.
Exploring preservice science teachers’ energy conservation behavior through motivation, psychological needs and attitude: further supported with their awareness Çakır Yıldırım, Birgül; Yılmaz Tüzün, Özgül; Department of Elementary Education (2017) The primary focus of this study was to examine the relationships among attitudes toward energy conservation, self-determined motivation and basic psychological needs of preservice science teachers. To this end a model showing the relationship among these variables was suggested. In order to better understand the observed relationships in the model, interviews with PSTs were conducted. For the purpose of the study mixed method was used. In quantitative part of the study, 1136 preservice science teachers, who...
Investigating pre-service science teachers’ understandings and use of models Yenilmez Türkoğlu, Ayşe; Öztekin, Ceren; Department of Elementary Education (2013) To gain a better understanding of pre-service science teachers’ (PSTs’) views of models, a case study was conducted with fourteen PSTs in a large public university in Ankara. The study aims to provide an answer to the research question, ‘What understandings do PSTs possess about scientific models and the models used in science education?’ and to explore how they use these models in their classroom practices. Data were collected using an open-item instrument, semi-structured interviews, class observations, a...
A Metasynthesis of Research on Foreign Language Teacher Identity in Turkey: Implications for Teacher Education Taner, Gülden; Karaman, Abdullah Cendel (2013-12-01) This study explores main areas of research and identifies patterns that help interpret current tendencies in the literature on aspects related to language teacher education. For this purpose, we report the outcomes of a metasynthesis of 44 studies related to teacher identity. Conceptually, the analysis is guided by how teacher identity is framed. The structured searches in relevant databases led to conducting a particular type of systematic review known as template analysis. As a result, based on the inter...
The nature of the relationship between teaching concerns and sense of efficacy Boz, Yezdan (2010-01-01) This study examined the relationship between prospective teachers' concerns about their teaching and their beliefs about their sense of efficacy. Three hundred and thirty-nine prospective teachers participated in this study. Two instruments, the 'Teaching Concerns Checklist' and the 'Teachers' Sense of Efficacy Beliefs Scale', were used to elicit the participants' teaching concerns and their sense of efficacy. Canonical correlation analysis, conducted to explore the relationships between these two construct...

Citation Formats

H. Tarhan, A. C. Karaman, L. Kemppinen, and J.-A. Aerila, “Understanding Teacher Evaluation in Finland: A Professional Development Framework,” AUSTRALIAN JOURNAL OF TEACHER EDUCATION, pp. 33–50, 2019, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42738.