By Merja Paksuniemi
The aim of the ebook is to spot and describe the instructor snapshot that used to be inherent on the instructor education faculties in Finland in the course of 1921 to 1945. It additionally issues out what sort of pedagogical philosophies stimulated the basis of the Finnish college approach. The e-book offers a ancient perspective of educating on the instructor education faculties and introduces the pedagogical tools which have been used. the point of interest is on a instructor education university for girls, situated in Northern Finland, Tornio.
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Extra resources for The Historical Background of School System and Teacher Image in Finland
52 Picture 2. Students and teachers of the teacher training college of Tornio in the 1930s197. that the students were suitable, gifted, and most probably motivated to become teachers. Reasons for discontinuing studies were illness, family reasons, poor success at school, or behaviour that was deemed unsuitable for a teacher. 198 197 OMA, TSeA, Ia. 198 Annuals 1925–1945; OMA, TSeA, Bb:1; Ca:2; Ca:3; Da:1. 53 6. 1. Emphasis of academic subjects The curricula of the teaching training college of Tornio consists academic subjects such as Didactics, Religion, Finnish language, Enviromental Studies, Maths and Helth Education.
He taught that I was too weak and tiny to manage through the study years. ”191 The strict evaluation given by the doctor was seen as a preliminary stage for the entrance examinations. The doctor’s statement could prevent an applicant from ever reaching the college. The high numbers of graduates from the Finnish teacher training colleges indicate that accepted students fulfilled the stringent criteria set by the college to prepare the students for future work as a teacher and that the students were motivated to graduate.
The board of teachers then selected those applicants who were seen as most suitable to working as lower pri180 181 182 183 184 185 50 Heikkinen 1995, 395. See Rinne 1989, 174–175. Paksuniemi 2009. Hyyrö 2006, 280–281; Rinne 1973, 128. OMA, TSeA, Bb:1. Hyyrö 2006, 138, 203–204, 252; Paksuniemi 2009, 65–66, 68. OMA, TSeA, Ca:1; Ca:2; Bb:1. See Halila 1949a; Halila 1963, 84; Rinne 1989, 84. 186 The trial student period lasted from 6 months to 1 year. During this period, the student was required to demonstrate good behaviour and to excel in his or her studies.