The Hidden Admission Agendas in Finnish Primary Teacher Education in the 1990s, 2000s and 2010s

Autor/inn/en	Mankki, Ville; Räihä, Pekka
Titel	The Hidden Admission Agendas in Finnish Primary Teacher Education in the 1990s, 2000s and 2010s
Quelle	In: History of Education, 52 (2023) 1, S.76-89 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mankki, Ville) ORCID (Räihä, Pekka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2022.2080283
Schlagwörter	Foreign Countries; Admission Criteria; Teacher Education Programs; Educational History; Gender Differences; Age Differences; Educational Policy; Elementary School Teachers; Educational Change; Policy Analysis; Trend Analysis; Educational Trends; Educational Objectives; Disproportionate Representation; Males; College Entrance Examinations; Interdisciplinary Approach; Finland + Suchen Sie Ihr Suchwort? Ausland; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; History of education; Bildungsgeschichte; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Politikfeldanalyse; Trendanalyse; Bildungsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Male; Männliches Geschlecht; Aufnahmeprüfung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Finnland
Abstract	Applicants' suitability for the teaching profession has been underlined in admissions to Finnish primary teacher education. Nevertheless, hidden agendas beyond teacher competence frameworks and attribute definitions have also influenced primary teacher admissions, particularly in the last three decades (the 1990s, 2000s and 2010s). This article investigates these agendas connected with the gender and age distribution of the admitted students, and illustrates how these agendas have led to admission reforms, the outcomes of which have usually been insufficient, unpredictable or even undesirable. It provides reinvigoration for the historical research of teacher education policy trends, insights into the gender segregation and age segregation of model citizenship and a more explicit articulation of the aims and visions of teacher education programmes in Finland. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01