文章基本信息

标题：ADOPTING IDEAS FROM CURRENT NORDIC TEACHER EDUCATION STRATEGIES TO INITIAL SCIENCE TEACHER EDUCATION
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作者：Jari Lavonen ; Jari Lavonen
期刊名称：Journal of Baltic Science Education
印刷版ISSN：1648-3898
出版年度：2019
卷号：Vol. 18-4
页码：488-489
DOI：10.33225/jbse/19.18.488
出版社：Scientia Socialis
摘要：A key goal of initial teacher education in all countries is to educate quality teachers through a quality post-secondary programme and then support them in their careers through professional learning. However, there are different definitions and interpretations of a quality teacher or a quality teacher education programme. Several terms are used to describe a quality teacher, such as professional, effective, competent, expert, or ideal (Stronge & Hindman, 2003; Goel, Bell, & Little, 2008). Furthermore, the definition of a quality teacher changes continuously and follows the current trends of society and working life. Consequently, national-level teacher education strategies and teacher education programmes are continuously improved. In the Nordic region, all countries have been developing initial teacher education at the national and institutional levels over the last five years. In this editorial, I will briefly analyse the aims of new Finnish, Norwegian, and Swedish national-level teacher education strategies. Then I will briefly discuss how we can improve science teacher education according to the new strategies.