Value Analysis Of Finland’s Teacher Education Policies At The Beginning Of The21st Century

Finland’s basic education reform, which began in the sixties of the20th century,after more than half a century’s development, has achieved fruitful results. Especially,after entering the21st century, as a rising star of European education, Finland hascreated the "Nordic education myth". In the Program For International StudentAssessment which organized by the organization For economic and cooperationduring the year2003-2009, Finnish students attained proud achievements which haswon global recognition.Many scholars’ studies found that one of the secrets of Finnish education successlies in outstanding teachers. And outstanding teachers cannot leave the high quality ofteacher education and effective policy guidance.At the beginning of the21st century, in order to adapt to the needs of socialtransformation under the new situation, the Finnish ministry of education had madethe corresponding adjustment in the teacher education policies which in order to adaptto the changing needs of the current education.On the basis of exploring the background of the Finnish teacher educationpolicies, this thesis was to conduct a comprehensive investigation on the content ofthe Finnish teacher education policies of the early21st century; go deep into the valueof the policies; and at last, evaluate the Finnish teacher education policies, and givesome suggestions on China’s current teacher education reform.This thesis has been divided into two parts.The first part is about the introduction, including the research origin, theresearch purpose and significance, the literature review, the research perspective, theresearch methods, the definition of correlative concepts, the research ideas, theresearch framework and the research innovation points and deficiencies.The second part is the body. Based on the common methods and the generalsteps of the value analysis of education policy, the body includes five aspects:the first aspect was to study the historical background and realistic basis of the formulation and implementation of the policies;The second aspect was to investigate the content of the Finnish teacher educationpolicies of the early21st century, mainly by studying the typical policy texts, cardingthe policy objectives, contents and specific measures;The third aspect was the analysis of the value of the policies, including the valuechoice of the policies and the policy issues, the essence value and the decision-makingprocess, the effectiveness of the policies;The fourth aspect was to analyze the effectiveness of the policies’implementation, lack of the policies as well as the difficulties in execution from theangle of value.The fifth aspect was to reflect on current teacher education reform in China, anddraw lessons from the Finnish teacher education. The first reflection is on thereconstruction of teachers’ professional identity; second, the setting and the structureadjustment of the education curriculum; third, the democratization and scientizationof policy-making.