Finnish Initial Teacher Education and CPD

  • Yongjian LiEmail author
  • Fred Dervin


This chapter is dedicated to Finnish Initial Teacher Education and Professional Development. As will be noted in the previous chapter, the two need to be clearly and coherently linked. The chapter starts with a quick critical presentation of the Finnish Core Curriculum for Basic Education (2014/2016) which has been very much discussed around the world, and is central to understand teacher education and CPD. The role of teachers in the Curriculum is also problematized. Then the basics of Initial Teacher Education are presented, as well as recent projects to improve it. This review shows that Finnish Initial teacher education is more complex (and unstable) than the way it is often described globally. The next and final sections are about CPD. A diachronic review is proposed first. Specific forms of CPD used in Finland follow, and a certain number of ‘mysteries’ around CPD are then discussed (finances, law, rights and duties, etc.). The chapter ends with an example of CPD strategy and practices from a town in Western Finland (this serves as ‘good practice’). This chapter, and the previous one, represent the conceptual, theoretical and contextual backbones for the ensuing study.


Research-based Teacher Education OECDOrganisation For Economic Co-operation And Development (OECD) municipalityMunicipality Finnish National Agency providersProviders 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.School of EducationUniversity of HelsinkiHelsinkiFinland
  2. 2.Department of Teacher EducationUniversity of HelsinkiHelsinkiFinland

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