A Study of Finnish Teaching Practices: How to Optimise Student Learning and How to Teach Problem Solving
This study helps to clarify the teaching practices used by some Finnish teachers to optimise student learning and to teach problem solving. Eighteen teachers (primary through university) from rural, municipal, and metropolitan schools were interviewed to provide insight into the teaching practices b...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-11-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/12/11/821 |
| _version_ | 1797465542974504960 |
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| author | Janet Lee English Tuula Keinonen Sari Havu-Nuutinen Kari Sormunen |
| author_facet | Janet Lee English Tuula Keinonen Sari Havu-Nuutinen Kari Sormunen |
| author_sort | Janet Lee English |
| collection | DOAJ |
| description | This study helps to clarify the teaching practices used by some Finnish teachers to optimise student learning and to teach problem solving. Eighteen teachers (primary through university) from rural, municipal, and metropolitan schools were interviewed to provide insight into the teaching practices behind Finland’s successful model of equitable education. Of the eighteen teachers interviewed, nine were asked about how they optimise student learning and nine were asked about how they teach problem solving. Of the nine teachers asked about how they optimise learning, four mentioned practices that align with problem-based learning, and all of the teachers asked about how they teach problem solving mentioned practices that align with problem-based learning. A majority of the interviewed teachers stated that they incorporate individual student competencies and prior experiences into lesson design. All eighteen teachers, regardless of interview topic, mentioned practices related to socio-constructivism as a leading theoretical approach, and all eighteen teachers mentioned motivational practices aligned with the self-determination theory. Finnish teachers have autonomy over their teaching practices so there are teachers who do not teach in the ways represented in this study. Implications of these findings are discussed. |
| first_indexed | 2024-03-09T18:23:57Z |
| format | Article |
| id | doaj.art-e605a268203b463cafdf65af67dc6b4a |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T18:23:57Z |
| publishDate | 2022-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-e605a268203b463cafdf65af67dc6b4a2023-11-24T08:07:36ZengMDPI AGEducation Sciences2227-71022022-11-01121182110.3390/educsci12110821A Study of Finnish Teaching Practices: How to Optimise Student Learning and How to Teach Problem SolvingJanet Lee English0Tuula Keinonen1Sari Havu-Nuutinen2Kari Sormunen3School of Applied Educational Science and Teacher Education, University of Eastern Finland, 80100 Joensuu, FinlandSchool of Applied Educational Science and Teacher Education, University of Eastern Finland, 80100 Joensuu, FinlandSchool of Applied Educational Science and Teacher Education, University of Eastern Finland, 80100 Joensuu, FinlandSchool of Applied Educational Science and Teacher Education, University of Eastern Finland, 80100 Joensuu, FinlandThis study helps to clarify the teaching practices used by some Finnish teachers to optimise student learning and to teach problem solving. Eighteen teachers (primary through university) from rural, municipal, and metropolitan schools were interviewed to provide insight into the teaching practices behind Finland’s successful model of equitable education. Of the eighteen teachers interviewed, nine were asked about how they optimise student learning and nine were asked about how they teach problem solving. Of the nine teachers asked about how they optimise learning, four mentioned practices that align with problem-based learning, and all of the teachers asked about how they teach problem solving mentioned practices that align with problem-based learning. A majority of the interviewed teachers stated that they incorporate individual student competencies and prior experiences into lesson design. All eighteen teachers, regardless of interview topic, mentioned practices related to socio-constructivism as a leading theoretical approach, and all eighteen teachers mentioned motivational practices aligned with the self-determination theory. Finnish teachers have autonomy over their teaching practices so there are teachers who do not teach in the ways represented in this study. Implications of these findings are discussed.https://www.mdpi.com/2227-7102/12/11/821equityteachingproblem solvingproblem-based learningsocio-constructivismself-determination theory |
| spellingShingle | Janet Lee English Tuula Keinonen Sari Havu-Nuutinen Kari Sormunen A Study of Finnish Teaching Practices: How to Optimise Student Learning and How to Teach Problem Solving Education Sciences equity teaching problem solving problem-based learning socio-constructivism self-determination theory |
| title | A Study of Finnish Teaching Practices: How to Optimise Student Learning and How to Teach Problem Solving |
| title_full | A Study of Finnish Teaching Practices: How to Optimise Student Learning and How to Teach Problem Solving |
| title_fullStr | A Study of Finnish Teaching Practices: How to Optimise Student Learning and How to Teach Problem Solving |
| title_full_unstemmed | A Study of Finnish Teaching Practices: How to Optimise Student Learning and How to Teach Problem Solving |
| title_short | A Study of Finnish Teaching Practices: How to Optimise Student Learning and How to Teach Problem Solving |
| title_sort | study of finnish teaching practices how to optimise student learning and how to teach problem solving |
| topic | equity teaching problem solving problem-based learning socio-constructivism self-determination theory |
| url | https://www.mdpi.com/2227-7102/12/11/821 |
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