The Finnish Miracle of PISA: Historical and Sociological Remarks on Teaching and Teacher Education

Autor/in	Simola, Hannu
Titel	The Finnish Miracle of PISA: Historical and Sociological Remarks on Teaching and Teacher Education
Quelle	In: Comparative Education, 41 (2005) 4, S.455-470 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Educational Sociology; Educational Change; Foreign Countries; Teacher Education; Educational Indicators; Comparative Education; Educational Quality; Teacher Effectiveness; Educational History; Academic Achievement; Finland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Bildungsreform; Ausland; Lehrerausbildung; Lehrerbildung; Educational indicato; Bildungsindikator; Vergleichende Erziehungswissenschaft; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; History of education; Bildungsgeschichte; Schulleistung; Finnland
Abstract	One of the recent tributes to the success of Finnish schooling was the PISA 2000 project report. As befits the field of education, the explanations are primarily pedagogical, referring especially to the excellent teachers and high-quality teacher education. Without underrating the explanatory power of these statements, this paper presents some of the social, cultural and historical factors behind the pedagogical success of the Finnish comprehensive school. From the perspectives of history and the sociology of education, it also sheds light on some ironic paradoxes and dilemmas that may be concealed by the success. The focus is on the problematic nature of international comparative surveys based on school performance indicators. The question is whether they really make it possible to understand schooling in different countries, or whether they are just part of processes of "international spectacle" and "mutual accountability". (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10