Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China

Tonga, Funda Eda; Eryiğit, Ş.; Yalçın, Fatma Ay; Erden, Feyza Tantekin

doi:10.1080/19415257.2019.1689521

Cited by 26 publications

(15 citation statements)

References 19 publications

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“…Teachers have their initial training as subject rather than language teachers. In Finland, teachers do not need to take additional exams before recruitment, and municipalities are in charge of recruiting teachers (Tonga et al, 2019). Teachers do not have any probation period, but municipalities arrange training for novice teachers provided by universities' learning centers, so novice teachers are supported by professional development opportunities.…”

Section: Graduation Prerequisites and Recruitment Of Teachersmentioning

confidence: 99%

Comparing English language teacher education programs in Turkey and Finland

Ekoç

2022

Öğretmen Eğitimi Ve Öğretim

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The quality and qualifications of teachers reflect the quality of education and the success of students accordingly, and particular attention needs to be given to preservice teacher training as it is the primary step towards professionalization. Keeping this point in mind, English language teacher education programs (ELTEPs) seem to be a worthwhile research area. There is an increasing number of studies addressing ELTEPs in Turkey. Yet, comparative data on Turkey's ELTEPs and those of other countries remain relatively limited. Reasoning from the mentioned reasons, the study aims to analyze ELTEPs in Finland and Turkey based on five criteria; student selection, curriculum, practicum hours, graduation prerequisites and recruitment of teachers. Comparative in essence, the data were composed of documents indicating ELTEPs in both countries. For this qualitative research, basically, document analysis and content analysis were applied. As for the findings, one can count student selection, pre-service teaching practice and recruitment of teachers different from each other. More significantly, teachers in Finland are highly respected, trusted and have a high degree of autonomy in their work from the start of their profession. In the light of such comparative studies, Turkey needs to establish its unique model and enhance the quality of teacher education by taking the strengths of ELTEPs in different countries.

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Section: Graduation Prerequisites and Recruitment Of Teachersmentioning

confidence: 99%

Comparing English language teacher education programs in Turkey and Finland

Ekoç

2022

Öğretmen Eğitimi Ve Öğretim

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“…On the one hand, this may be explained by the fact that most Finnish teachers have a Masterís degree. According to Tonga and co-authors (Tonga et al, 2019), high standards are set for the teaching profession (e.g., rigorous pre-selection and assessment of teacher candidates, minimum of a Bachelorís degree) in countries with high levels of school learner achievement (in this case, in Estonia and in Finland). On the other hand, Li and Dervin (2018) argue that the forms of non-formal learning of Finnish teachers ñ cooperation and mutual learning ñ can take place of formal professional development.…”

Section: Discussionmentioning

confidence: 99%

What Factors Matter for the Sustainable Professional Development of Teachers? Analysis from Four Countries

Brandišauskienė

Česnavičienė

Mičiulienė

et al. 2020

Journal of Teacher Education for Sustainability

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In the 21st century, teachers’ learning is viewed through the lens of sustainable development as a holistic, transformative and collaborative learning process. Acknowledging that teacher professional development is a prerequisite for educational quality, it becomes necessary to look for professional development factors that could be relevant to sustainable professional development. The article explores factors of sustainable professional development of teachers based on data of TALIS 2018 from four Baltic countries (Estonia, Finland, Latvia, and Lithuania). The study also discusses distinct characteristics of teacher professional development in the analyzed countries. Although traditional forms and methods of professional development still prevail in all countries, teachers also learn through active cooperation. Finnish teachers, more often than teachers in the other countries, worked in teams and shared material, knowledge, etc. with each other; Estonian teachers, more so than teachers in the other countries, took part in long-term training; Latvian teachers were more likely than teachers in the other countries to observe other teachers’ classes and provide feedback. Lithuanian teachers were perhaps the most active in terms of learning, but young teachers with fewer years of service were more likely to engage in long-term and collaborative activities. Finally, the implications for further research are discussed.

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“…Admission to quality preservice teacher training is highly competitive, and only the best graduates earn a position in teacher education schools (Schleicher, 2018). High-scoring PISA countries (e.g., China, Japan, Singapore, Estonia, and Finland) share common elements in the professional development of teachers, including limited access to teaching to suitably qualified candidates with the minimum of a bachelor's degree, the use of quotas of places available for preservice training programs, and demanding pre-selection and assessment of teacher candidates (Tonga et al, 2019).…”

Section: Teachersmentioning

confidence: 99%

“…OECD (2005b) reported that professional development should be redefined, and a professional development system be implemented into a country's education system. Tonga et al (2019) stated that OCED considers teachers' professional development as consisting of several dimensions, "including prospective teacher selection, pre-service education, teacher training practicums, monitoring and processing, in-service training, rewards, resources, and support" (p. 1). Furthermore to be more effective, teachers need to work in a supportive and professionally nurturing system, with ongoing professional development to enhance their performance (Greatbatch & Tate, 2019).…”

Section: Teachersmentioning

confidence: 99%

Drawing lessons from PISA: Qatar’s use of PISA results

et al. 2022

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Worldwide, the Programme for International Student Assessment (PISA) has emerged as a valid and reliable benchmark for assessing students’ performance and for gaining significant influence over educational policy and decision-making. Since 2001, Qatar has engaged in massive educational reform, with high expectations for improving students’ achievement. Although significant growth has occurred in Qatar’s education system, students’ performance in PISA is still lagging. The purpose of this article is to examine PISA against the backdrop of Qatar’s education system. It addresses PISA’s objectives and limitations and identifies two common factors in high-achieving countries, teachers, and assessment. These factors are analyzed to determine how Qatar is developing in these areas, compared with other nations, raising issues that should be considered when using PISA to create policy. Finally, several recommendations are offered for policy makers.

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Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China

Cited by 26 publications

References 19 publications

Comparing English language teacher education programs in Turkey and Finland

Comparing English language teacher education programs in Turkey and Finland

What Factors Matter for the Sustainable Professional Development of Teachers? Analysis from Four Countries

Drawing lessons from PISA: Qatar’s use of PISA results

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