Advertisement

Paratexts to CPD: Decision Making, Leadership, Teacher Education and Project Work

  • Yongjian LiEmail author
  • Fred Dervin
Chapter
  • 346 Downloads

Abstract

This chapter deals with the last category of actors (which we call ‘paratexts’) and includes decision-makers, school leaders, teacher educators and CPD project coordinators. This last category allows us to compare the discourses of those who make decisions about CPD or who observe CPD practices (teacher educators) and to contrast them with those of providers and educators. This chapter demonstrates that there are gaps in the ways some members of this category engage critically with CPD, with decision-makers and principals being more ‘liberal’ than the rest. As we had a privileged position of being ‘locals’, we managed to obtain alternative information about CPD and also about Finnish education in general.

References

  1. Aspfors, J. (2012). Induction practices: Experiences of newly qualified teachers. Åbo: Åbo Akademi University Press.Google Scholar
  2. Aveling, E. L., Gillespie, A., & Cornish, F. (2015). A qualitative method for analysing multivoicedness. Qualitative Research, 15(6), 670–687.CrossRefGoogle Scholar
  3. Dervin, F. (2013). La Meilleure Éducation au Monde? Contre-enquête sur la Finlande [The best education in the world. An ethnography of Finland]. Paris: L’Harmattan.Google Scholar
  4. Dervin, F. (2016). Is the emperor naked? Experiencing the ‘PISA hysteria’, branding and education export in Finnish academia. In K. Trimmer (Ed.), Political pressures on educational and social research (pp. 77–92). New York: Routledge.Google Scholar
  5. Genette, G. (1987). Paratexts. Thresholds of interpretation. Cambridge: Cambridge University Press.Google Scholar
  6. Guiden, V., & Brennan, M. (2017). The continuous professional development (CPD) of Finnish primary school teachers—Potential lessons to be learned for Ireland. Irish Teachers’ Journal, 5(1), 39–54.Google Scholar
  7. Hämäläinen, K., & Hämäläinen, K. (2011). Professional development for education personnel as a competence resource. A report on good practices and development measures in professional development for education personnel. Helsinki: OpetushallitusGoogle Scholar
  8. Hämäläinen, K., & Kangasniemi, J. (2013). Systemaattista suunnitelmallisuutta [Systematic planning]. Helsinki: Opetushallitus.Google Scholar
  9. Hämäläinen, K., Hämäläinen, K., & Kangasniemi, J. (2015). Osaamisen kehittämisen poluille: Valtion rahoittaman opetustoimen henkilöstökoulutuksen haasteet ja tulevaisuus [Knowledge development direction: A state funded education in-service training, challenges and future]. Helsinki: Opetushallitus.Google Scholar
  10. Heikkinen, H., Hästö, P., Kangas, V., & Leinonen, M. (2015). Promoting exploratory teaching in mathematics: A design experiment on a CPD course for teachers. LUMAT (2013–2015 Issues), 3(6), 905–924.Google Scholar
  11. Huber, S. G. (2012). The impact of professional development: A theoretical model for empirical research, evaluation, planning and conducting training and development programmes. Professional Development in Education, 37(5), 837–853.CrossRefGoogle Scholar
  12. Huhtala, A., & Vesalainen, M. (2017). Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland. Apples: Journal of Applied Language Studies, 11(3), 55–79.Google Scholar
  13. Itkonen, T. (2018). Contradictions of Finnish education: Finnishness, interculturality and social justice. Helsinki: Helsinki University Press.Google Scholar
  14. Itkonen, T., Dervin, F., & Talib, M.-T. (2017). Finnish education: An ambiguous utopia? International Journal of Bias, Identity and Diversities in Education, 2(2), July–December 2017, 13–28.Google Scholar
  15. Niemi, H. (2015). Teacher professional development in Finland: Towards a more holistic approach. Psychology, Society & Education, 7(3), 279–294.CrossRefGoogle Scholar
  16. OECD. (2014). TALIS 2013 results: An international perspective on teaching and learning. Paris: OECD Publishing.Google Scholar
  17. Pöntynen, L., & Silander, T. (2015). Opettajat koulutuksessa - nappikaupasta rohkeisiin ratkaisuihin [Teachers in training—The most daring solutions]. Available at https://www.sitra.fi/blogit/opettajat-koulutuksessa-nappikaupasta-rohkeisiin-ratkaisuihin/.
  18. Sahlberg, P. (2012). A Model Lesson: Finland Shows Us What Equal Opportunity Looks Like. American Educator, 36(1), 20.Google Scholar
  19. Sahlberg, P. (2018, March 1). Teachers need a sense of mission, empathy and leadership. The Conversation (Zhuoying, Z.). Available at https://www.jiemodui.com/N/90187.
  20. Schatz, M. (2015). Toward one of the leading education-based economies? Investigating aims, strategies, and practices of Finland’s education export landscape. Journal of Studies in International Education, 19(4), 327–340.CrossRefGoogle Scholar
  21. Simpson, A. (2018). The dialogism of ideologies about equality, democracy and human rights in Finnish education. Many voices and many faces. Helsinki: University of Helsinki Press. Google Scholar
  22. Sitomaniemi-San, J. (2015). Fabricating the teacher as researcher: A genealogy of academic teacher education in Finland. Oulu: Acta Universitatis Ouluensis.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

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

Personalised recommendations