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In a quiet classroom adorned with the joyful creations of small children， Ville Sallinen is learning what makes Finland’s schools the envy of the world.
Sallinen， 22， is teaching a handful of eight-yearolds how to read. He is nearing the end of a short placement in the school during his five-year master’s degree in primary school teaching.
Viikki teacher training school in eastern 1）Helsinki describes itself as a laboratory for student teachers. Here， Sallinen can try out the theories he has learned at the university to which the school is 2）affiliated. It’s the equivalent of university teaching hospitals for medical students.
Finland is going through a deep economic crisis， and there are financial pressures on schools， just as there are on the rest of the public sector. But the five-year master’s degree for primary school teachers is not in question.
Leena Krokfors， professor of teaching at Helsinki University， says： “The beef in the Finnish teacher training system is the time that students have to learn.”
The high-level training is the basis for giving young teachers a great deal of 3）autonomy to choose what methods they use in the classroom—in contrast to England， Krokfors says， where she feels teaching is “somewhere between administration and giving tests to students”. In Finland， teachers are largely free from external requirements such as inspection， standardised testing and government control； school inspections were scrapped in the 1990s.
“Teachers need to have this high-quality education so they really do know how to use the freedom they are given， and learn to solve problems in a research-based way，”Krokfors says. “The most important thing we teach them is to take 4）pedagogical decisions and judgments for themselves.”
In Britain， by contrast， academies， private schools and free schools can hire people to teach even if they are not qualified. Labour claimed in 2013 that becoming a teacher in Britain was now easier than flipping burgers.
Olli M？tt？？， a teacher trainer at the Normal 5）Lyceum in Helsinki， said “When we got the international ranking results， we were thinking， if we are that good， how bad are the others？” he says.
For a small， 6）agrarian and relatively poor nation， educating all of its youth equally well was seen as the best way to catch up with other industrialised countries， according to Pasi Sahlberg， a Finnish educationist at Harvard who has done much to popularise Finland’s methods abroad. The Finnish dream， as he calls it， was for all children， regardless of family background or personal conditions， to have a good school in their community—a focus that has remained unchanged for the past four decades.
In the early phase， during the 70s and 80s， there was strict central direction and control over schools， state-prescribed curriculums， external school inspections and detailed regulation， giving the Finnish government a strong grip on schools and teachers. But a second phase， from the early 90s， consciously set out to create a new culture of education characterised by trust between educational authorities and schools， local control， professionalism and autonomy. Schools became responsible for their own curriculum planning and student assessment， while state inspections were abandoned. This required teachers to have high academic 7）credentials and be treated like professionals.
Not only is teacher education in Finland strongly researchbased， but all the students on the primary school master’s course are engaged in research themselves—a point of pride for Patrik Scheinin， dean of the faculty. The course aims to produce “8）didacticians” who can connect teaching interventions with sound evidence， he says.
“We want to produce cognitive 9）dissonance. The task of a good didactician is to disturb the thinking of someone who assumes they know everything about teaching，” Scheinin says. “Just because you’ve been doing something for 20 years and it works for you doesn’t mean it works for other teachers， other students， or in other subjects.”
In Helsinki Normal Lyceum， student teachers are running day-long 10）multidisciplinary workshops for pupils aged 13 to 19. In one， Maria Hyv？ri， 24， is discussing 11）Dewey， 12）Steiner and 13）Montessori， and asking pupils to think critically about teaching methods at the school. “I want to make a difference，” she says. “There are all these new teaching tools and ideas， and it’s great because here we can try different things—it makes me feel inspired.”
Hyv？ri is in the middle of an undergraduate degree in French and English， but she has chosen to take an additional pedagogical year in the middle of her five-year degree， which will launch her on to a teaching track in her final two years to emerge qualified as a secondary school teacher. During this year she spends about half her time in the school， and half in the university’s teaching department.
For Olli M？tt？？， a teacher trainer at the school， Finland’s 14）PISA scores are a byproduct of the system rather than a central goal. “When we got the results， we were thinking， if we are that good， how bad are the others？ We were taken by surprise，” he says.
It showed that the country was doing some things right， he says， and 15）vindicated the decision in the 1970s to make primary school teacher education a university degree.
Educationists point to historically specific factors that have helped to fashion Finland’s schools， such as the country’s small population， its relatively late dash for modernity， and broad acceptance of values such as equality and collaboration. But the decision to make teaching an advanced degree subject has given teaching a high profile in Finnish society.
Back in primary school， Ville Sallinen got the teaching bug eight years ago while still a full-time student， when he started coaching football. It sparked his interest in working with children. He is not particularly academic， he says， but like many students， his passion for teaching got him on to the master’s course.
“I would like to have more experience in schools like what we are having now，” Sallinen says. “Next year we have no practical element. It is good to get experience in a real school.”
At the end of each day， he sits down with his mentor， Tunja Tuominen， to 16）deconstruct teaching moments and to theorise them. Says Tuominen： “Student teachers come here like little chicks， mouths wide open and eager to learn.”
维勒·萨利宁正身处一安静的教室中，里面装饰着小孩子创造的色彩缤纷的作品，他正在学习是什么让芬兰的学校成为世人艳羡的对象。
萨利宁今年22岁，他正在教一群八岁的孩子阅读。他在这所学校的短期代课已快接近尾声。他现在正在攻读一个五年的基础教育硕士学位。
维吉教师培训学校位于赫尔辛基的东部，该学校形容自己为“师范生的实验室”。在大学附属学校里，萨利宁可以一一试验在大学里学到的理论知识，就相当于医学生的大学附属医院。
芬兰正在经历一场严重的经济危机，和其他公共部门一样，学校也面临着很大的经济压力。但小学老师必须取得5年硕士学位，这是毋庸置疑的。
丽娜·克罗克佛斯是赫尔辛基大学的教学系教授，他说：“芬兰教师训练系统的强大就在于学生投入的学习时间。”
克罗克佛斯说，给予年轻教师高度的自主权去选择各自的教学方法的前提是拥有高水平的训练体系——与英国相比，克罗克佛斯说，她感觉英国的教学着重的是“行政管理以及让学生考试”。在芬兰，老师不会受到太多的外部要求、比如说督导、标准化考试和政府管制等。学校督导制度在上世纪90年代就被废除了。
“教师需要接受这种高质量教育，因为这样他们才能学会如何运用他们手中的自由，如何以研究性的方式解决问题。”克罗克佛斯说，“我们教会他们最重要的一件事就是学会自主做出教学决定和判断。”
相比之下，在英国，即便教师不够资格，所有院校，私立学校和公立学校都可以聘请他们来任教。工党在2013年曾说，如今在英国当教师比在快餐店里当煎汉堡排的店员还容易。
奥利·玛塔塔是赫尔辛基师范学院的一位教师训练员，他说：“当我们的教育水平在国际上取得名列前茅的排名时，我们在想，如果我们的教育水平有这么好，那么其他国家的到底有多差？”他说道。
帕斯·萨尔伯格是哈佛大学的一位芬兰籍教育学家，他为把芬兰的教育方法推向国际付出了许多努力，他认为，对一个领土小、相对较为贫穷的农业国家来说，让所有的年轻人都接受同等高质量的教育是追赶其他工业国家的最好方法。 芬兰梦，他这样说，是属于所有孩子的，无论家庭背景或个人情况如何，社区内要有一所好学校——这一点在过去四十年内从未改变。
在早期阶段，上世纪七八十年代的时候，学校仍受到严格的中心指导和管制，有国家规定的教学大纲、外部督导及细致的规章制度，芬兰政府对学校和老师有着严密的管制权限。然而到了第二个阶段，自上世纪90年代起，芬兰政府有意创造一种新的教育文化，特点是建立起教育部门与学校、本土管制、专业主义和教育自治之间的信任。国家督导被废除，学校开始负责起本校的课程设计和学生评估。这就要求老师拥有很高的学术资格并被视为专业人士。
在芬兰，不仅师范教育有很强的研究性，所有攻读基础教育硕士学位的学生本身也会参与调研，这点让系主任帕切科·西尼恩感到很骄傲。他说，课程目标是培养出能根据合理证据设计出教学方案的“教学大师”。
“我们想制造认知冲突。一位好的教学大师的任务就是要扰乱那些自认为对教学了如指掌的人的想法。”西尼恩说道。“二十年来，你一直从事某种工作，你的方法奏效了，但这并不意味着这个方法对其他老师、学生，或者在其他科目上就适用。”
在赫尔辛基师范学院，实习教师们正在给13至19岁的学生开多学科的研讨会。在一场研讨会上，24岁的玛利亚·海瓦利正在与学生讨论杜威、斯坦纳以及蒙台梭利，她还让学生对学校的教学方法进行批判性思考。“我希望推动改变。”她说道。“现在有这么多新的教学工具和教学理念，这样非常好，因为我们可以在这里尝试不同的东西——这能激发我的灵感。”
现在是海瓦利修读的五年大学课程的第三年，她的专业是法语和英语，但她已决定多修一年教育学，这将会让她在大学最后的两年走上教学的道路，等她毕业，她将会成为一名合格的中学老师。在这一年里，她的一半时间在学校度过，另一半在大学的教学部门度过。
对奥利·玛塔塔这位教师培训师来说，芬兰的国际学生评估项目的得分只是其教育体制的附带结果而不是主要目标。“当我们得知结果时，我们在想，如果我们的教育体制这么好，那其他国家的有多差？我们感到很惊讶。”他说。
这表明这个国家做的某些事是对的，他说道，这证明了上世纪70年代让基础师范教育学成为大学学科门类是一个正确的决定。
教育学家指出造就芬兰良好办学的历史因素，比如说，该国的人口基数小，相比其他国家较晚进入现代化社会，拥有宽容的价值观，像是平等与合作这样的观念。但让教育学成为一门高级学位课这个决定令教学在芬兰这个社会拥有超然地位。
回到小学，维勒·萨利宁在他8年前开始教授足球时就对教学产生了兴趣，他那时还是一个全日制在校生。这点燃了他与小孩一起工作的兴趣。他说，他的学术成就不是特别高，但和其他学生一样，对教学的热情促使他攻读硕士学位。
“我希望在学校也能像现在这样获得这么多的经验，”萨利宁说道。“下一年我们就没有实践课程了。能在一间实实在在的学校获得经验真好。”
每天晚上，他都会与导师图尼亚·图渥米尼恩分析解构他的教学时光，并将之理论化。图渥米尼恩说：“实习教师像小鸡一样来到这里，大张嘴巴，对学习充满渴望。”
Sallinen， 22， is teaching a handful of eight-yearolds how to read. He is nearing the end of a short placement in the school during his five-year master’s degree in primary school teaching.
Viikki teacher training school in eastern 1）Helsinki describes itself as a laboratory for student teachers. Here， Sallinen can try out the theories he has learned at the university to which the school is 2）affiliated. It’s the equivalent of university teaching hospitals for medical students.
Finland is going through a deep economic crisis， and there are financial pressures on schools， just as there are on the rest of the public sector. But the five-year master’s degree for primary school teachers is not in question.
Leena Krokfors， professor of teaching at Helsinki University， says： “The beef in the Finnish teacher training system is the time that students have to learn.”
The high-level training is the basis for giving young teachers a great deal of 3）autonomy to choose what methods they use in the classroom—in contrast to England， Krokfors says， where she feels teaching is “somewhere between administration and giving tests to students”. In Finland， teachers are largely free from external requirements such as inspection， standardised testing and government control； school inspections were scrapped in the 1990s.
“Teachers need to have this high-quality education so they really do know how to use the freedom they are given， and learn to solve problems in a research-based way，”Krokfors says. “The most important thing we teach them is to take 4）pedagogical decisions and judgments for themselves.”
In Britain， by contrast， academies， private schools and free schools can hire people to teach even if they are not qualified. Labour claimed in 2013 that becoming a teacher in Britain was now easier than flipping burgers.
Olli M？tt？？， a teacher trainer at the Normal 5）Lyceum in Helsinki， said “When we got the international ranking results， we were thinking， if we are that good， how bad are the others？” he says.
For a small， 6）agrarian and relatively poor nation， educating all of its youth equally well was seen as the best way to catch up with other industrialised countries， according to Pasi Sahlberg， a Finnish educationist at Harvard who has done much to popularise Finland’s methods abroad. The Finnish dream， as he calls it， was for all children， regardless of family background or personal conditions， to have a good school in their community—a focus that has remained unchanged for the past four decades.
In the early phase， during the 70s and 80s， there was strict central direction and control over schools， state-prescribed curriculums， external school inspections and detailed regulation， giving the Finnish government a strong grip on schools and teachers. But a second phase， from the early 90s， consciously set out to create a new culture of education characterised by trust between educational authorities and schools， local control， professionalism and autonomy. Schools became responsible for their own curriculum planning and student assessment， while state inspections were abandoned. This required teachers to have high academic 7）credentials and be treated like professionals.
Not only is teacher education in Finland strongly researchbased， but all the students on the primary school master’s course are engaged in research themselves—a point of pride for Patrik Scheinin， dean of the faculty. The course aims to produce “8）didacticians” who can connect teaching interventions with sound evidence， he says.
“We want to produce cognitive 9）dissonance. The task of a good didactician is to disturb the thinking of someone who assumes they know everything about teaching，” Scheinin says. “Just because you’ve been doing something for 20 years and it works for you doesn’t mean it works for other teachers， other students， or in other subjects.”
In Helsinki Normal Lyceum， student teachers are running day-long 10）multidisciplinary workshops for pupils aged 13 to 19. In one， Maria Hyv？ri， 24， is discussing 11）Dewey， 12）Steiner and 13）Montessori， and asking pupils to think critically about teaching methods at the school. “I want to make a difference，” she says. “There are all these new teaching tools and ideas， and it’s great because here we can try different things—it makes me feel inspired.”
Hyv？ri is in the middle of an undergraduate degree in French and English， but she has chosen to take an additional pedagogical year in the middle of her five-year degree， which will launch her on to a teaching track in her final two years to emerge qualified as a secondary school teacher. During this year she spends about half her time in the school， and half in the university’s teaching department.
For Olli M？tt？？， a teacher trainer at the school， Finland’s 14）PISA scores are a byproduct of the system rather than a central goal. “When we got the results， we were thinking， if we are that good， how bad are the others？ We were taken by surprise，” he says.
It showed that the country was doing some things right， he says， and 15）vindicated the decision in the 1970s to make primary school teacher education a university degree.
Educationists point to historically specific factors that have helped to fashion Finland’s schools， such as the country’s small population， its relatively late dash for modernity， and broad acceptance of values such as equality and collaboration. But the decision to make teaching an advanced degree subject has given teaching a high profile in Finnish society.
Back in primary school， Ville Sallinen got the teaching bug eight years ago while still a full-time student， when he started coaching football. It sparked his interest in working with children. He is not particularly academic， he says， but like many students， his passion for teaching got him on to the master’s course.
“I would like to have more experience in schools like what we are having now，” Sallinen says. “Next year we have no practical element. It is good to get experience in a real school.”
At the end of each day， he sits down with his mentor， Tunja Tuominen， to 16）deconstruct teaching moments and to theorise them. Says Tuominen： “Student teachers come here like little chicks， mouths wide open and eager to learn.”
维勒·萨利宁正身处一安静的教室中，里面装饰着小孩子创造的色彩缤纷的作品，他正在学习是什么让芬兰的学校成为世人艳羡的对象。
萨利宁今年22岁，他正在教一群八岁的孩子阅读。他在这所学校的短期代课已快接近尾声。他现在正在攻读一个五年的基础教育硕士学位。
维吉教师培训学校位于赫尔辛基的东部，该学校形容自己为“师范生的实验室”。在大学附属学校里，萨利宁可以一一试验在大学里学到的理论知识，就相当于医学生的大学附属医院。
芬兰正在经历一场严重的经济危机，和其他公共部门一样，学校也面临着很大的经济压力。但小学老师必须取得5年硕士学位，这是毋庸置疑的。
丽娜·克罗克佛斯是赫尔辛基大学的教学系教授，他说：“芬兰教师训练系统的强大就在于学生投入的学习时间。”
克罗克佛斯说，给予年轻教师高度的自主权去选择各自的教学方法的前提是拥有高水平的训练体系——与英国相比，克罗克佛斯说，她感觉英国的教学着重的是“行政管理以及让学生考试”。在芬兰，老师不会受到太多的外部要求、比如说督导、标准化考试和政府管制等。学校督导制度在上世纪90年代就被废除了。
“教师需要接受这种高质量教育，因为这样他们才能学会如何运用他们手中的自由，如何以研究性的方式解决问题。”克罗克佛斯说，“我们教会他们最重要的一件事就是学会自主做出教学决定和判断。”
相比之下，在英国，即便教师不够资格，所有院校，私立学校和公立学校都可以聘请他们来任教。工党在2013年曾说，如今在英国当教师比在快餐店里当煎汉堡排的店员还容易。
奥利·玛塔塔是赫尔辛基师范学院的一位教师训练员，他说：“当我们的教育水平在国际上取得名列前茅的排名时，我们在想，如果我们的教育水平有这么好，那么其他国家的到底有多差？”他说道。
帕斯·萨尔伯格是哈佛大学的一位芬兰籍教育学家，他为把芬兰的教育方法推向国际付出了许多努力，他认为，对一个领土小、相对较为贫穷的农业国家来说，让所有的年轻人都接受同等高质量的教育是追赶其他工业国家的最好方法。 芬兰梦，他这样说，是属于所有孩子的，无论家庭背景或个人情况如何，社区内要有一所好学校——这一点在过去四十年内从未改变。
在早期阶段，上世纪七八十年代的时候，学校仍受到严格的中心指导和管制，有国家规定的教学大纲、外部督导及细致的规章制度，芬兰政府对学校和老师有着严密的管制权限。然而到了第二个阶段，自上世纪90年代起，芬兰政府有意创造一种新的教育文化，特点是建立起教育部门与学校、本土管制、专业主义和教育自治之间的信任。国家督导被废除，学校开始负责起本校的课程设计和学生评估。这就要求老师拥有很高的学术资格并被视为专业人士。
在芬兰，不仅师范教育有很强的研究性，所有攻读基础教育硕士学位的学生本身也会参与调研，这点让系主任帕切科·西尼恩感到很骄傲。他说，课程目标是培养出能根据合理证据设计出教学方案的“教学大师”。
“我们想制造认知冲突。一位好的教学大师的任务就是要扰乱那些自认为对教学了如指掌的人的想法。”西尼恩说道。“二十年来，你一直从事某种工作，你的方法奏效了，但这并不意味着这个方法对其他老师、学生，或者在其他科目上就适用。”
在赫尔辛基师范学院，实习教师们正在给13至19岁的学生开多学科的研讨会。在一场研讨会上，24岁的玛利亚·海瓦利正在与学生讨论杜威、斯坦纳以及蒙台梭利，她还让学生对学校的教学方法进行批判性思考。“我希望推动改变。”她说道。“现在有这么多新的教学工具和教学理念，这样非常好，因为我们可以在这里尝试不同的东西——这能激发我的灵感。”
现在是海瓦利修读的五年大学课程的第三年，她的专业是法语和英语，但她已决定多修一年教育学，这将会让她在大学最后的两年走上教学的道路，等她毕业，她将会成为一名合格的中学老师。在这一年里，她的一半时间在学校度过，另一半在大学的教学部门度过。
对奥利·玛塔塔这位教师培训师来说，芬兰的国际学生评估项目的得分只是其教育体制的附带结果而不是主要目标。“当我们得知结果时，我们在想，如果我们的教育体制这么好，那其他国家的有多差？我们感到很惊讶。”他说。
这表明这个国家做的某些事是对的，他说道，这证明了上世纪70年代让基础师范教育学成为大学学科门类是一个正确的决定。
教育学家指出造就芬兰良好办学的历史因素，比如说，该国的人口基数小，相比其他国家较晚进入现代化社会，拥有宽容的价值观，像是平等与合作这样的观念。但让教育学成为一门高级学位课这个决定令教学在芬兰这个社会拥有超然地位。
回到小学，维勒·萨利宁在他8年前开始教授足球时就对教学产生了兴趣，他那时还是一个全日制在校生。这点燃了他与小孩一起工作的兴趣。他说，他的学术成就不是特别高，但和其他学生一样，对教学的热情促使他攻读硕士学位。
“我希望在学校也能像现在这样获得这么多的经验，”萨利宁说道。“下一年我们就没有实践课程了。能在一间实实在在的学校获得经验真好。”
每天晚上，他都会与导师图尼亚·图渥米尼恩分析解构他的教学时光，并将之理论化。图渥米尼恩说：“实习教师像小鸡一样来到这里，大张嘴巴，对学习充满渴望。”