Theory and practice in Finnish teacher education : a rhetorical analysis of changing values from the 1960s to the present day

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Säntti , J , Puustinen , M & Salminen , J 2018 , ' Theory and practice in Finnish teacher education : a rhetorical analysis of changing values from the 1960s to the present day ' , Teachers and Teaching , vol. 24 , no. 1 , pp. 5-21 . https://doi.org/10.1080/13540602.2017.1379387

Title: Theory and practice in Finnish teacher education : a rhetorical analysis of changing values from the 1960s to the present day
Author: Säntti, Janne; Puustinen, Mikko; Salminen, Jari
Contributor organization: Hu­man­it­ies and So­cial Sci­ences Edu­ca­tion (Hu­SoEd)
Department of Education
AGORA for the study of social justice and equality in education -research centre
Date: 2018
Language: eng
Number of pages: 17
Belongs to series: Teachers and Teaching
ISSN: 1354-0602
DOI: https://doi.org/10.1080/13540602.2017.1379387
URI: http://hdl.handle.net/10138/311233
Abstract: Our aim in this article is to examine the relationship between theory and practice in Finnish teacher education from the 1960s to the present. We identify four different periods to represent this relationship based on our analysis of national committee and evaluation reports. Theory and practice gradually converged, culminating in a research-based agenda that reflects the current situation. This relationship between theory and practice also reflects the ideal teacher of different times and what a teacher's working orientation should be. We use rhetorical analysis and the concept of a 'philosophical pair' introduced by Perelman and Olbrechts-Tyteca to interpret this development.
Subject: Theory
practice
teacher education
philosophical pair
rhetorical analysis
KNOWLEDGE
RESEARCHERS
516 Educational sciences
Peer reviewed: Yes
Rights: unspecified
Usage restriction: openAccess
Self-archived version: acceptedVersion


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