Abstract

Teachers’ Professional Competences and Active Learning

Hannele Niemi, University of Helsinki,  Finland

For decades, the Finnish orientation toward teacher education has committed itself to the development of an inquiry oriented and research-based professional culture. The aims of teacher education are to train students to find and analyse problems they may expect to face in their future work. This study consists of the survey of student teachers (n=545) in two universities in Finland. The Web-based surveys with quantitative and qualitative questions were sent to all student teachers in the beginning of May 2010. They assessed how teacher education had provided them with competences they need in a high standard profession, what kinds of active learning experiences they had in their TE studies, and how research studies of teacher education had contributed in their professional development. The participants of the study assessed that they had achieved good skills in planning teaching and curriculum. They were capable of using different teaching methods. They were aware of their own teaching philosophy and their responsibilities as professionals and life-long learners. The study gives evidence that there is a strong relationship between active learning and high level professional competences: the more active learning, the higher professional skills and vice versa. The best active learning experiences emerge in collaborative working and study culture. Students appreciate having the freedom to experiment and design their own applications of active learning.