{"id":34,"date":"2016-06-09T12:41:46","date_gmt":"2016-06-09T09:41:46","guid":{"rendered":"https:\/\/verkkolehdet.jamk.fi\/ev-peda\/?p=34"},"modified":"2019-04-04T18:57:39","modified_gmt":"2019-04-04T15:57:39","slug":"pedacogigal-innovations","status":"publish","type":"post","link":"https:\/\/verkkolehdet.jamk.fi\/ev-peda\/2016\/06\/09\/pedacogigal-innovations\/","title":{"rendered":"Teacher education in supporting inclusive life-long learning in Finland"},"content":{"rendered":"
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Dynamo, Jamk.<\/figcaption><\/figure>\n

Paper presented at the International Conference on Inclusive Education for Diversity in Abu Dhabi March 2016 by Dr Eila Burns|<\/p>\n

My presentation focuses on discussing the role of teacher education in supporting inclusion and diversity in a life-long learning context i.e. post-compulsory education. At the beginning of the presentation, my aim is to put Finnish teacher education in a broader context by introducing some facts about Finnish teachers as professionals. Then I will introduce some elements that underpin the development of teacher education. Those elements include the framework model of quality inclusive education at vocational education and training (VET), and a profile of an inclusive teacher. At the end of the presentation, I will discuss the theoretical framework for inclusive teacher education and offer an example of the teacher education model in Finland.\u00a0<\/p>\n

High-level teacher education in Finland <\/strong><\/h3>\n

Finland is well known for its high-level of teacher education, which not only includes classroom teacher training but also post-compulsory teacher education. This has been substantiated, for example, by two recent surveys, Teachers at Glance 2013 and Teaching and Learning International Survey (TALIS) 2013.<\/p>\n

Statistics published in Teachers at Glance reveal that, indeed, in Finnish vocational education and training (VET) organisations have highly qualified teachers. According to the statistics, 80 % of all principals and lecturers were fully qualified, and, an astounding figure of\u00a0 95 % of special educational needs (SEN) teachers in VET education were likewise fully qualified (Kumpulainen, 2013,Teachers in Finland). Another international survey, TALIS 2013, carried out by the Organisation for Economic Co-operation and Development (OECD) indicated that over 90% of teachers in primary, upper secondary and vocational schools in Finland like their job. \u00a0One reason for this high figure is that teachers are valued in the Finnish society. This materialised as 57% of primary school teachers and 69% of those in secondary education (includes upper and VET education) stating that they believe that society values their job as a teacher.<\/p>\n

The high-level of teacher education has been acknowledged as being one of the reasons for Finnish students\u2019 success, for example, in PISA, but also in receiving excellent results in the Survey of Adult Skills (PIAAC) Programme for the International Assessment of Adult Competencies. PIACC was developed by the OECD to assess the proficiency of adults from age 16 onwards in literacy, numeracy and problem solving in technology-rich environments. These skills are \u201ckey information-processing competencies\u201d\u00a0 that are relevant to adults in many social contexts and work situations, and necessary for fully integrating and\u00a0 participating in the labour market, education and training, and social and civic life. The PIACC data was collected in 2011\/2012, in which around 166 000 adults aged 16-65 were surveyed in 24 countries and expanded by including additional nine countries in 2014-15. (Skills Matter: Further Results from the Survey of Adult Skills <\/em>(2016). Perhaps not surprisingly, the PIACC results indicated that Finland was among the top three best-ranked countries in all the measured competencies (OECD, 2013).<\/p>\n

In the paper The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performanc<\/em>e by .Eric Hanushek, Marc Piopiunik and Simon Wiederhold (2014), a link between PIACC assessment and teacher education was addressed. The authors used the data from the PIAAC survey to measure cognitive skills of teachers. This data allowed them to quantify differences in teacher skills in numeracy and literacy across countries. By combining the information on teacher quality with student achievement, they discovered that differences in teacher cognitive skills are a significant determinant of international differences in student performance. The authors state that \u201cWhen we look across our 23 sampled countries, we see that Finland does in fact have the most skilled teachers by the PIAAC measures\u201d (p.27).<\/p>\n

One point to note from this paper is that quality teacher education matters. And \u00a0if quality teachers can improve students\u2019 academic achievements, could teachers\u2019 increased understanding of diversity enhance the wider awareness of inclusion and diversity in the society?<\/p>\n

What is inclusive education? <\/strong><\/h3>\n

Research papers on inclusion seem to suggest that inclusion is a rather elusive and confusing concept (Florian, 2015) thus it is difficult to have a unified definition of inclusive education. (Inclusive Vocational Education and Specialised Tailor-made Training, INVESTT, 2013). There seems to be various determinations of the concept that are highly context depended. Thus it can be emphasised that inclusive education is a culture and context specific concept.<\/p>\n

One common determiner for the various definitions is that they stem from the principle of human rights as identified by UNESCO (2001, 2003). The definition\u00a0 of inclusive education offered by UNESCO (2008) states that it is: \u2018an ongoing process aimed at<\/em> offering quality education for all while respecting diversity and the different needs and<\/em> abilities, characteristics and learning expectations of the students and communities,<\/em> eliminating all forms of discrimination<\/em>\u2019 (p. 3). (Donnelly & Watkins, 2011).<\/p>\n

A number of other words and terminology commonly attached to inclusive education are, for example, \u201cparticipation\u201d, \u201caccess\u201d and \u201cdiversity\u201d. Concepts such as \u201cbelonging\u201d and \u201cuniversal design\u201d are also crucial within the context of inclusion. The former meaning feelings of being a full member and connected to an educational environment and society as a whole and being engaged with the same activities as others and with others (Florian, 2005; Martin, 2008). The latter refers to a process of design that creates products, systems, and environments that are as usable as possible by as many people as possible, regardless of age, ability or situation (Steinfeld & Maisel, 2012). As can be seen the thinking and understanding of inclusion and inclusive education has moved beyond of a narrow view of it being an individual deficit. This narrow view of overcoming an individual deficit has been replaced by wider understanding of diversity concerning issues of gender, ethnicity, class, social conditions, health and human rights, encompassing universal involvement, access, participation and achievement (Ouane, 2008).<\/p>\n

While we know that the concept of inclusive education is wider and is implemented in different ways in different contexts, varying according to national policies, something can be learnt from exploring a framework of key aspects in successful inclusive VET education. Those aspects will be introduced in the following paragraphs, however, it must be emphasised that there is no one model that suits every country\u2019s circumstances.<\/p>\n

Key aspects of successful inclusive VET practice<\/strong><\/h3>\n

\"schematic<\/p>\n

Figure 2: Schematic view of VET<\/p>\n

This model was created in a project by The European Agency for Special Needs and Inclusive Education that investigated the key aspects of successful inclusive VET practice. In their report on ; Patterns of Successful Practice in Vocational Education and Training (2014), the explanations of \u2018what works\u2019, \u2018why it works\u2019 and \u2018how it works\u2019 in VET for learners with SEN are reported. The report has been developed in cooperation with experts from 26 countries and as a result of a coherent and comprehensive analysis of 28 VET practices.<\/p>\n

At the centre of the model is the main aim of VET organizations; providing successful VET and transition to employment for learners with SEN. The frame includes the four success factors (i.e. patterns) in VET and how their inter-relation and contribution in achieving this main aim. The four distinguished patterns are: VET institution managers, VET staff, learners, and current and future employers\/labour market representatives. The presence and implementation of policies, as represented by the outer circle, need to be considered as they may impact upon the factors within the patterns. All factors, including any recommendations at the policy level should be considered in a way that they can make the optimum contribution towards VET\u2019s main aim. (European Agency for Special Needs and Inclusive Education (2014).<\/p>\n

Exploring the model in more detail can offer some indications for teacher education organisations as to what kinds of skills and competencies teachers would need in quality inclusive settings. Themes such as working in multi-disciplinary teams, using innovative and learner centred approaches, acknowledging learners\u2019 strengths, matching labour market requirements to learners\u2019 skills, supporting employers and learners throughout the transition phase can be found.<\/p>\n

Inclusive teacher education- what is it like?<\/strong><\/h3>\n

An important event, the World Education Forum, took place in May 2015, in Incheon, Republic of Korea. There representatives from 160 countries adopted the Incheon Declaration for Education 2030, which lays out visions for education for the next fifteen years. The declaration for Education 2030: Towards inclusive and equitable quality education and lifelong learning for all, further stresses the importance of teacher education as commitments have been made in four major areas. First, for inclusion and equity, \u2018to address all forms of exclusion and marginalization, disparities and inequalities in access, participation and learning outcomes\u2019. Second, for equality and in particular gender equality in\u00a0 teacher training and curricula; and by eliminating gender-based discrimination. Third, for quality of education to improve learning, in that \u2018teachers and educators are empowered, adequately recruited, well-trained, professionally qualified, motivated and supported\u2019. And lastly, lifelong learning opportunities for all, in all settings and at all levels of education including technical, VET education and higher education and research. In addition, provision of flexible learning pathways, as well as the recognition, validation and accreditation of the knowledge, skills and competencies are stressed along with more effective use of information and communication technologies (ICTs) in supporting learning.<\/p>\n

As it has been acknowledged by the Declaration and Education 2030 and other research, teachers are the key to good quality education and learning achievements as well as for the understanding and appreciation of diversity (Hanushek et al. 2014). However, research also suggests that some of the biggest barriers to the development of inclusion are teachers themselves. It has been noted that many teachers do not have the necessary knowledge, skills and attitudes to carry out inclusive work or teacher education has been inappropriate (Forlin 2001 in Rouse 2008). Based on this background the question can be raised as to what kind of teachers are needed in inclusive settings.<\/p>\n

Profile of an inclusive teacher<\/strong><\/h3>\n

Some indications of teacher profiles were provided by the European Agency for Development in Special Needs Education. They conducted a 3-year project on Teacher Education for Inclusion (TE4I) that involved experts from 25 European countries. One of the main output of the project was to develop a profile of Inclusive Teachers (http:\/\/www.european-agency.org\/agencyprojects<\/a>).<\/p>\n

The project focused on considering the following issues:<\/p>\n