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- Vol 4 RE: App D
- Vol 6 RE: Chapter 13, App C, App D
career-long professional developmentresearch-based teacher preparationteacher agencyschool-based professional learningteacher inductioncollective responsibilityschool developmentprofessional learning networksJournal article Evidence summaryAt a glance
Niemi argues that teacher professional development should be understood as a career-long continuum linking research-based initial preparation, induction, in-service learning, and school development. Finnish teachers work with substantial autonomy, so preparation is intended to build the capacity to investigate practice, use evidence, design curriculum, and take collective responsibility rather than merely implement externally prescribed methods.
Key ideas
The article contrasts older short-course models with professional learning embedded in schools and networks. Four Finnish cases illustrate cross-professional cooperation, design-based development of an innovative school community, links between preservice and in-service STEM education, and induction support for new teachers. These examples are descriptive and context-dependent, not controlled evidence that one national model transfers automatically. The broader implication is that development becomes more coherent when individual goals connect with student learning and organisational improvement.
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Schools need shared inquiry, mentoring, leadership support, time, partnerships, and access to research so teachers can exercise agency while remaining accountable for examining the effects of their decisions.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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