Finnish Student Teachers as a Focus of Teacher Education Research: A 10-Year Scoping Review of Empirical Research
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| Title: | Finnish Student Teachers as a Focus of Teacher Education Research: A 10-Year Scoping Review of Empirical Research |
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| Language: | English |
| Authors: | Jenni Koski (ORCID |
| Source: | Educational Review. 2026 78(2):264-287. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Literature Reviews, Student Teachers, Teacher Education Programs, Teacher Education, Educational Research, Educational Trends, Trend Analysis, Research Design, Research Methodology |
| Geographic Terms: | Finland |
| DOI: | 10.1080/00131911.2024.2432256 |
| ISSN: | 0013-1911 1465-3397 |
| Abstract: | This scoping review examines the trends and themes of teacher education research in the specific educational context of Finland. It focuses on peer-reviewed studies published between 2011 and 2021, including empirical data collected from students in Finnish teacher education programmes. The first objective was to analyse the trends in the research volume, research methods and designs and impact regarding the publication channels used. The second objective was to examine the themes via thematic categorisation guided by a conceptual framework, The Multidimensional Adapted Process Model of Teaching. A total of 258 articles were identified in the databases and through manual searches of peer-reviewed journals. The results revealed a notable increase in the number of studies over a 10-year period and an increase in the relative impact, as indicated by the impact factors of the journals in which the studies were published. The study designs were characterised by relatively small samples, cross-sectional designs and qualitative methods. The most predominant thematic categories consisted of studies focusing on the professional development of student teachers; their professional beliefs, values and ethics; and their teacher identities. Some competence domains, such as teacher resilience, communication, argumentation and reasoning skills as well as personal dispositions were less frequently a focus. The findings suggest a need to expand the diversity of research methods and designs to advance the field and further develop teacher education research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502706 |
| Database: | ERIC |
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| Abstract: | This scoping review examines the trends and themes of teacher education research in the specific educational context of Finland. It focuses on peer-reviewed studies published between 2011 and 2021, including empirical data collected from students in Finnish teacher education programmes. The first objective was to analyse the trends in the research volume, research methods and designs and impact regarding the publication channels used. The second objective was to examine the themes via thematic categorisation guided by a conceptual framework, The Multidimensional Adapted Process Model of Teaching. A total of 258 articles were identified in the databases and through manual searches of peer-reviewed journals. The results revealed a notable increase in the number of studies over a 10-year period and an increase in the relative impact, as indicated by the impact factors of the journals in which the studies were published. The study designs were characterised by relatively small samples, cross-sectional designs and qualitative methods. The most predominant thematic categories consisted of studies focusing on the professional development of student teachers; their professional beliefs, values and ethics; and their teacher identities. Some competence domains, such as teacher resilience, communication, argumentation and reasoning skills as well as personal dispositions were less frequently a focus. The findings suggest a need to expand the diversity of research methods and designs to advance the field and further develop teacher education research. |
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| ISSN: | 0013-1911 1465-3397 |
| DOI: | 10.1080/00131911.2024.2432256 |
