A Review of “Finnish Lessons: What Can the World Learn from Educational Change in Finland?”

Anderson, Carl B.

doi:10.1080/00131946.2013.807262

Cited by 3 publications

(1 citation statement)

References 1 publication

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“…Finland is one of the Nordic countries in Northern Europe and home for over five and a half million people, which are favoured by the right to free of charge comprehensive educational system (from 1 st grade of basic education to higher education) (for an extensive review on the Finnish education see SAHLBERG, 2015; NIEMI; TOOM; KALLIONIEMI, 2016). This comprehensive educational path supports the development of the individual until adulthood and is considered one of the reasons behind the success of Finnish education (SAHLBERG, 2015). ECEC is part of the educational system and considered an important stage of child's path of growing and learning, but the primary responsibility for children's education rests with parents or legal guardians (OPETUSHALLITUS, 2018).…”

Section: The Structure and Functioning Of Finnish Early Childhood Education And Carementioning

confidence: 99%

Play-based learning and phenomenon-based learning in the Finnish Early Childhood Education

Ferreira

2021

O&T

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Since 2005, with the impact of the results of international educational assessments, Finland and its educational system has been the focus of interest for educators around the world and different aspects of the system's functioning and structure have been explored. This text presents two of the key elements in early childhood education and care, learning based on play and learning based on the phenomenon; and how these pedagogical approaches structure practices that support students' learning, and are articulated with the subsequent educational process. Going beyond the mere description of pedagogical practices and not repeat what other researchers have already narrated about the Finnish educational system, the developmental aspects of these practices and how they are articulated with the extensive training of teachers is evident throughout this text.

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Section: The Structure and Functioning Of Finnish Early Childhood Education And Carementioning

confidence: 99%

Play-based learning and phenomenon-based learning in the Finnish Early Childhood Education

Ferreira

2021

O&T

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The Influence of Teaching Competencies on Teachers’ Performance and Students’ Academic Achievement in Primary Science Education

Canuto,

Choycawen,

Pagdawan

2024

PEC

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The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students’ science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken. Keywords: primary science education, primary science teachers, students’ science academic achievement, teaching competency, teacher performance

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New Educational Technologies as a Pledge to Promote Lifelong Learning

Poghosyan,

Gasparyan,

Grigoryan

et al. 2023

“Katchar” Collection of Scientific Articles International Scientific-Educational Center NAS RA

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Lifelong Learning implies that a person needs to learn continuously in order to enhance knowledge, skills, abilities and competencies. Learning should be implemented for the whole life span not only through natural communication or life experiences, but also benefiting from a variety of conscious educational opportunities, including new technologies. Along with formal, non-formal and informal education, the priority is given to the implementation of modern educational technologies and strategies – transition from passive to active learning, as well as to the introduction of informational technologies in the education process. Ցկյանս կրթությունը ենթադրում է, որ անձը անհրաժեշտություն ունի շարունակաբար սովորելու և ընդլայնելու ձեռք բերած գիտելիքները, հմտությունները և կարողությունները: Ողջ կյանքի ընթացքում այն իրականացվում է ոչ միայն բնական հաղորդակցության, կենսափորձի, այլ նաև շարունակաբար գիտակցված բազմազան կրթական, այդ թվում՝ նաև նոր տեխնոլոգիաների հնարավորություններից օգտվելու միջոցով: Ֆորմալ, ոչ ֆորմալ և ինֆորմալ կրթություն իրականացնելիս առաջնահերթ է արդի կրթական տեխնոլոգիաների ու ռազմավարությունների կիրառումը՝ պասիվ ուսուցումից ակտիվ ուսուցման անցնելը, ուսումնառության գործընթացում ժամանակի պահանջով նաև տեղեկատվահաղորդակցային տեխնոլոգիաների ներդրումը: Обучение на протяжении всей жизни подразумевает, что человеку необходимо постоянно учиться и расширять знания, навыки, умения и компетенции. На протяжении всей жизни оно осуществляется не только через естественное общение, жизненный опыт, но и через постоянное использование осознанных разнообразных образовательных возможностей, в том числе новых технологий. При реализации формального, неформального и информального образования приоритетным является использование современных образовательных технологий и стратегий: переход от пассивного обучения к активному обучению, а также внедрение информационно- коммуникационных технологий в учебный процесс.

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A Review of “Finnish Lessons: What Can the World Learn from Educational Change in Finland?”

Cited by 3 publications

References 1 publication

Play-based learning and phenomenon-based learning in the Finnish Early Childhood Education

Play-based learning and phenomenon-based learning in the Finnish Early Childhood Education

The Influence of Teaching Competencies on Teachers’ Performance and Students’ Academic Achievement in Primary Science Education

New Educational Technologies as a Pledge to Promote Lifelong Learning

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