A Case Study of Science Teacher Preparation in Finland: The Role of Critical Thinking

• In Event: Sheraton Roundtable Session 8
  In Roundtable Session: Preparing Future Science Teachers in a New Era

Abstract

This qualitative case study investigates characteristics of a local discourse about teacher preparation in Finland. Structuration theory is used as framework for analysis. Thirteen semi-structured, open-ended, audio-recorded interviews form the core of the research materials. Participants were faculty, students, administrators and instructors in a graduate-level program preparing Mathematics teachers for upper secondary schools. A thematic analysis of interviews is conducted to identify articulations related to the role and purpose of critical thinking in subject-matter specialized teacher preparation. Findings from this study contribute to research on teacher preparation. Notably, by articulating how context-specific culture and social norms contribute to a local model in which the role of critical thought is understood as proactive questioning of bias in Science teaching.

Author

• Susan Wiksten, University of California, Los Angeles