I have been looking at the ideal building blocks for high quality education through
analysing the key characteristics of Finnish education policy and its implementation, especially from the point of view of teachers’ daily activities and teacher education. The
main outcome of the education policy analysis was that Finnish teachers have strong
autonomy in curriculum design, in the choosing of instructional strategies and approaches
to assessment. This autonomy is supported, firstly, through the master level teacher
education which is supporting pedagogical thinking and autonomous decision making.
Secondly, autonomy is supported through the cultural respect accorded to the teachers
(Auguste, Kihn, & Miller, 2010). Thirdly, Finnish education policy supports teachers in
their autonomous role.
I have been looking at the ideal building blocks for high quality education throughanalysing the key characteristics of Finnish education policy and its implementation, especially from the point of view of teachers’ daily activities and teacher education. Themain outcome of the education policy analysis was that Finnish teachers have strongautonomy in curriculum design, in the choosing of instructional strategies and approachesto assessment. This autonomy is supported, firstly, through the master level teachereducation which is supporting pedagogical thinking and autonomous decision making.Secondly, autonomy is supported through the cultural respect accorded to the teachers(Auguste, Kihn, & Miller, 2010). Thirdly, Finnish education policy supports teachers intheir autonomous role.
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