Expanding L1 subject and class teacher students' education
Submitted by:
Kaisu Rättyä
Abstract:
Expanding L1 subject and class teacher students' education
Studies have shown that there is a close connection between the teacher professionalism, subject didactic knowledge and subject knowledge (Krauss et al., 2017). Previous Finnish research concerning teacher education programs shows that the courses which focus on subject teaching have decreased (Säntti, Rantala, Salminen & Hansen, 2014; Säntti, Puustinen & Salminen, 2018).
First language education (L1) seen through L1 subject curricula is a broad subject field which has expanded since the concept multiliteracy was introduced. In Finland, the contemporary curriculum for basic education (grades 1-9) was published 2014, and it has a strong emphasis on multiliteracy. This emphasis means that new teacher students are entering to the field which is broader than during their own school years. That means that they need broader subject knowledge on literacies, multiliteracy and more subject didactic knowledge. During their teacher education, student teachers should study new skills for L1 education, new elements and teaching skills of the ones which multiliteracy and for example different media, genres and applications do demand. The theoretical framework for the presentation is curriculum coherence. I apply to model of perceived curriculum coherence (Sullanmaa, 2020) and the idea of coherence and continuity during the curriculum for education.
This presentation focuses in curricula in the nine Finnish universities which have class teacher education programs. This study aims to find out what kind of expertise the Finnish class teacher education (for grades 1-6) gives for teacher students 2020s. The research questions are following: how much teacher students study the contents and skills which are related to L1 education, what kind of contents the courses include, and how the courses are placed in the curricula for five year education. This study analysis the class teacher programs curricula which were used 2021–2022. The analysis is an inductive content analysis and data was collected from the published university curricula (internet based webpages for the programs). The comparison is done with a previous study which focused on earlier class teacher education curricula (2017–2018). The results show that class teacher education programs have not reacted on the increased needs in L1 education. Only 5-10 credits (ECTS) of total 300 ECTS for the program is assigned as obligatory first language studies during class teacher student five year master education. The number of credits or even lower than curricula for year 2017–2018. These obligatory studies are mainly placed during the two first years during their education.