Study On The Integration Strategies Of Theory And Practice In Pre-service Teacher Education In Finland

Finland has stood out from many international PISA test scores since 2009.Finnish scholar PasiSahlberg attributed the success of Finnish education to the high-quality teacher education.An international teacher education research conclusion compared Finnish novice teacher professional knowledge chain with Norwegian ones: Finnish novice teachers used to use professional terms to define the concept of education,practical knowledge presented in a systematic,theoretical,normative,while Norwegian novice teacher`s practice knowledge is fragmented.Since the integration of theory and practice in pre-service teacher education in Finland is significant,then,how does pre-service teacher education in Finland integrate theory with practice?In order to answer this question,in this article the first chapter examines the basic understanding of the integration of the theories(knowledge factor)and practice(knowledge factor)of pre-service teacher education by Finnish scholars.First of all,it expounds the theoretical basis of the integration of teacher professional knowledge elements in Finland and the integration of theoretical knowledge elements and practical knowledge elements in the professional knowledge,which is an important theoretical support for the integration of theory and practice in the pre-service teacher education in Finland.Then,it analyzes the development trend of the integration policy of theory and practice in Finland national teacher education,which is the policy of the integration of theory and practice in the pre-service Teacher Education in Finland.The components of the Finnish university teacher education curriculum include major subject course,1-2 minor subject course,pedagogy course and language communication course.Each of the four types of learning has a different weighted percentage.Among them,pedagogy study is an important way for pre-professional teachers to obtain teacher qualifications.The pedagogy curriculum program ensures the quality of teachers in all levels of education.All education-level teachers must learn pedagogic curriculum programs.In the second chapter the pre-service subject teacher education programs(STEP)in University of Helsinki and the University of Jyvaskyla are taken as examples from the levels of the national teacher education curriculum structure framework,curriculum objective and course content in order to answer how to integrate the theoretical knowledge elements and practical knowledge elements in pre-service teacher education curriculum.According to the theoretical framework of the Finnish research-based teacher education and the curriculum structure of teacher pedagogy of the two universities,the integrating process of theory and practice in Finland pre-service teacher education is divided into basic and advanced stages.The former focuses on how pre-service teachers "digest" professional knowledge,and the latter pays attention to how pre-service teachers "produce" professional knowledge,so the teaching models in various stages of education are different.The third chapter,based on the curriculum implementation method of the pre-service subject teacher education program(STEP)of the two universities explores in detail the teaching model of the integration of theoretical knowledge elements and practical knowledge elements of all levels of pedagogy in pre-service teachers in Finland.Education platform is an important external environment to support the integration of theory and practice in pre-service teacher Education in Finland.The fourth chapter of this article is to analyze how the education platform supports the integration of the theory and practice of Finland pre-service teacher education based on the teacher training school network and Teacher Researcher Network.This article holds that the effect of the integration of theory and practice in Finnish pre-service teacher education is obvious.The pre-service teachers gradually form pedagogical thinking in the professional study,and continue to expand the theoretical basis and practical experience to support the education decision-making;after completing the course of teacher education,pre-service teacher obtained the professional teacher beliefs and full of confidence in all of the work;compared with other countries,the knowledge chain of novice teachers in Finland is more systematic and orderly.However,there are some problems in the process of integrating theory and practice.For example,pre-service teachers have short time and the relatively low level of reflection during teaching process.As a result,Finnish pre-service teacher education needs to solve these details in the process of integrating theory and practice.