Teacher Educators' Predictability and Student Selection Paradigms in Entrance Examinations for the Finnish Primary School Teacher Education Programme

Autor/inn/en	Mankki, Ville; Mäkinen, Marita; Räihä, Pekka
Titel	Teacher Educators' Predictability and Student Selection Paradigms in Entrance Examinations for the Finnish Primary School Teacher Education Programme
Quelle	In: European Journal of Teacher Education, 43 (2020) 2, S.151-164 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mankki, Ville)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1672653
Schlagwörter	Teacher Educators; Teacher Education Programs; Elementary School Teachers; Evaluators; College Entrance Examinations; Scores; Academic Achievement; Student Records; Teacher Attitudes; Prediction; Student Teachers; Grades (Scholastic); College Admission; Gender Differences; Age Differences; Faculty Development; Foreign Countries; Admission Criteria; Finland + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aufnahmeprüfung; Schulleistung; Schülerakte; Lehrerverhalten; Vorhersage; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Notenspiegel; Hochschulzugang; Hochschulzulassung; Zulassung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ausland; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Finnland
Abstract	This article investigates the perceived and actual predictability of teacher educators working as assessors in entrance examinations for the Finnish Primary School Teacher Education (PSTE) programme. The section examining perceived predictability was conducted as a survey. The data for actual predictability, containing student teachers' entrance examination scores and student achievements, was collected from the student register. The findings indicate that although teacher educators consider themselves able to predict applicants' performance in the PSTE programme, their actual predictability in entrance examinations was poor. The assessments predicted only slightly student teachers' study pace in the PSTE programme, while better scores in entrance examinations predicted, in fact, weaker grades in studies. Teacher educators also conform to hidden quotas based on Finnish student selection paradigms in awarding better entrance examination scores to male and older applicants. The findings highlight teacher educators' need for more structured professional learning in a gatekeeping context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01