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Summary of working papers HHannele Niemi

Summary of working papers75

Niemi, H. 2011. Educating student teachers to become high quality professional – A Finnish case. CEPS )Centre for Educational PolicyStudies( Journal. Accepted in April 2011 for publishing, 1 )1( 43-65.

Niemi, H. & Jakku-Sihvonen, R. )2006(. Research-based teacher education. In Jakku-Sihvonen, R and Niemi, H. )Eds.( Research-

based teacher education in Finland – reections by Finnish teacher educators. Turku: Finnish Educational Research Association 2006,

31-50.

Niemi, H. & Kynäslähti, H. & Vahtivuori, S. )2012( Towards ICT in everyday life in Finnish schools: seeking conditions for good prac-

tices. Learning, Media and Technology. Vol. 00, No. 0, Month 2012, 1–15 )in print(

Nonaka, I. & Takeuchi, H. )1995(. The knowledge-creating company: How Japanese companies create the dynamics of innovation.

New York: Oxford University Press.

Ragland, B. B. )2006(. Positioning the practitioner-researcher: Five ways of looking at practice. Action Research, 4)2(, 165-182.2( Robertson, S & Dale, R, )2007( “Comments on the pre-nal version of the draft papers of the three consultants )Leney, Niemi and

Rickinson( on the links between research, policy and practice.” Nesse. Graduate School Education - University of Bristol.

Scardamalia, M. )2002(. Collective cognitive responsibility for the advancement of knowledge. In B. Smith )Ed.( Liberal education in

a knowledge society )pp. 67-98(. Chicago: Open Court.

Scardamalia, M., & Bereiter, C. )2003(. Knowledge building. In Encyclopedia of education )2nd ed., pp. 1370-1373(. New York: Mac-

millan Reference, USA.

Schűller, T. )2006( ‘International policy research: ’evidence’ from CERI/OECD’, In: Ozga, J., Seddon, T. & Popkewitz, T. )Eds( Educa-

tion Research and Policy. London: Routledge, 78-90.

Schön, D. A. )1991( The Reective Turn: Case Studies In and On Educational Practice, New York: Teachers Press, Columbia University.

Sebba, J. )2004( Developing an evidence-based approach to policy and practice in education.

In Thomas, G. and Prong, R. )eds.( Evidence Based Practice in Education. Maidenhead: OUP/McGraw-Hill

Slavin, R. )2002( ‘Evidence-based education policies: Transforming educational practice and research. Educational Researcher’, 31,7,

15-21.

Slavin, R.E. )1997( Co-operative learning among students. In Stern, D., & Huber, G. L.)eds.( Active learning for students and teachers.

Reports from eight countries. OECD. Frankfurt am Main: Peter Lang, 159-173.

Säljö, R. )2010(Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative

nature of learning. Journal of Computer Assisted Learning, 26 )1(: 53–64.

Thomas, G. )2004( What is evidence? Introduction. In Thomas, G. and Prong, R. )eds.( Evidence Based Practice in Education. Maid-

enhead: OUP/McGraw-Hill

Thomson, P. ) 2010( Whole school change: a literature review, 2nd edition. Creativity, Culture and Education Series. Newcastle upon

Tyne: Arts Council England.

Visser, M. J. )2004(. Implementing Peer Support in Schools: Using a Theoretical Framework in Action Research. Journal of Community

& Applied Social Psychology.



Teacher’s preparation and qualication to transfer to a knowledge based-society

- with a special reference to Finnish experiences

Summary of working papers 74

Jyrhämä, R. )2006( The Function of Practical Studies in Teacher Education. In Jakku-Sihvonen, R. & Niemi H. )eds( Research-basedteacher education in Finland – reections by Finnish teacher educators. Turku: Finnish Educational Research Association 2006, 51-70.

Kansanen, P. )2003( Teacher education in Finland: current models and new developments. In M. Moon, L. Vlãsceanu & C. Barrows

)Eds.( Institutional approaches to teacher education within higher education in Europe: current models and new developments. Bucha-

rest: Unesco-Cepes, 85 – 108.

Kazakova, N. )2001( Innovation, universities and changing environment in modern Russia, Paper presented at the “The future if in-

novation studies” Eindhoven, 20-23 September.

Kozma, R. )2008(. Comparative analyses of policies for ICT in education )pp 10883-1096(. In J. Voogt & G. Knezek )eds.(, Interna-

tional handbook of information technology in primary and secondary education. Berlin: Springer Science.2008

Kozma, R. )ed.( 2003. Technology, innovation, and educational change. A global perspective. A report of the Second Information Tech-

nology in Education Study. Module 2. Amsterdam: International Association for the Evaluation of Educational Achievement.

Law, N., Kankaanranta, M. & Chow, A. 2005. Technology supported educational innovations in Finland and Hong Kong: A tale of two

systems. Human Technology Journal 1 )2(, 111–116.

Law, N., Pelgrum, W. J. & Plomp, T. )eds.( 2008. Pedagogy and ICT use in schools around the world. Findings for the IEA SITE 2006

study. The University of Hong Kong: Comparative Education Research Centre.

The LUMA Centre. The national LUMA Centre for developing of science and math teaching. University of Helsinki. http://www.

helsinki./luma/

Marston, G. & Watts, R. )2003( ‘Tampering with the Evidence; A Critical Appraisal of Evidence-Based Policy-Making’, The drawing

board: An Australian review of public affairs, 3,3,143-163.

McCormick, R. )2003( ‘Reliable evidence for policy making in complex settings’, Paper presented to EMINENT IV Conference, Ge-

neva, 9-10 October 2003.

Niemi, H. )2007( Assistance to preparation of communication from the European Commission on the relationship between research,

policy and practice in the eld of education and training in Commission staff working document, Towards more knowledge-based

policy and practice in education and training {SEC)2007( 1098}. Bryssels.

Niemi, H. )2008(. Research-based teacher education for teachers’ lifelong learning. Lifelong learning in Europe. 13 )2008( : 1, pp. 61-

69





Dick, B. )2006( ‘Action research literature 2004-2006: Themes and trends.’ Action Research, 4)4(, 439-458.Elliott, J. )2001( ‘Making evidence-based practice educational´, British Educational Journal 27, 5, 2001

Etzkowitz, H. )2003( Innovation in Innovation: The Triple Helix of University-Industry-Government Relations. Social Science Infor-

mation, Vol. 42, No. 3, 293-337.

European Commission )2004(. Joint Interim report: Implementation of Education and Training 2010. Work programme, WG A. “Im-

proving the Education of teachers and trainers”.

European Commission )2007( Commission staff working document Towards more knowledge-based policy and practice in education

and training. SEC)2007( 1098. Brussels.

European University Association )2007(. Creativity in higher education. Report on the EUA creativity project 2006-2007. Brussels:

The European University Association

Eurydice )2007(. Survey. Questions to Eurydice network: The relationship between research, policy and practice in education and train-

ing. March-April. Eurydice, Brussels.

Frankham, J., & Howes, A. )2006(. Talk as Action in “Collaborative Action Research”: Making and Taking Apart Teacher/Researcher

Relationships. British Educational Research Journal, 32)4(, 617-632.

Gibbons, M. Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. & Trow, M. )1994( The New Production of Knowledge. London:

Sage.

Gibbons, M., )2005( Choice and responsibility: Innovation in a new context. Higher Education Management and Policy, Vol. 17, no.1,

pp. 9-21.

Greco, L., Landri, P., Tomassini, M. & Wickham, J. )2005( The development of policy relevance in European social research, In: Kuhn,

M. &. Remoe, S.O. )Eds( Building the European research area. Socio-economic research in practice, New York: Peter Lang 177-237.

Hammersley , M. )2004( Some questions about evidence-based practice in education. In Thomas, G. and Prong, R. )eds.( Evidence

Based Practice in Education. Maidenhead: OUP/McGraw-Hill.

Hemsley-Brown, J. & Sharp, C. )2003( The Use of Research to Improve Professional Practice: a systematic review of the literature.

Oxford Review of Education, 29)4(, 449-471

Issitt, M., & Spence, J. )2005(. Practitioner Knowledge and Evidence-Based Research, Policy and Practice. Youth & Policy,

Jackson, D. )2006( Networked Learning Communities. Setting school-to-school collaboration within a system context. Centre for Stra-

tegic Education. Seminar Series Paper 159. Victoria; Centre for Strategic Education.

Jakku-Sihvonen, R. & Niemi, H. )Eds( )2006( Research-based Teacher Education in Finland. Turku: Finnish Educational Research As-

sociation.






Conclusion

The integration of scientic knowledge and professional practice is necessary for teachers’ capacity to act and achieve condence in

their profession. Teachers can be important actors in the transfer process to a knowledge-based society. Teacher education must provide

teachers with solid scientically based knowledge and help teachers to achieve the capacity to expand and deepen their professional

wisdom through their own inquiring in professional practice and through critical reection. Teachers are working on very culturally

bound contexts and they alone cannot change society but they can give an important contribution if they are supported and educated to

promote the knowledge-based society. The aim is that teachers internalise a research-orientated attitude towards their work. This means

that teachers learn to take an analytical and open-minded approach to their work, that they draw conclusions based on their observations

and experiences, and that they develop their teaching and learning environments in a systematic way.

References

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Popkewitz, T. )Eds( Education Research and Policy. London: Routledge.

Berliner, D. )2002(. Educational research: The hardest science of all. Washington, D.C.: American Educational Research Association,

18-20.

Bjarnason S. & Coldstream P. )eds( 2003, The Idea of Engagement: Universities in Society, Association of Commonwealth Universities.

Boaz, A., Ashby, D., & Ken Young. K. )2002( What have they got to offer evidence based policy and practice? Working Paper 2. Sys-

tematic Reviews: ESRC UK Centre for Evidence Based Policy and Practice. Queen Mary. University of London.

Borko, H. )2004( Professional development and teacher learning: mapping the terrain. Educational researcher 38 )8(, 3-15.

Commission of the European Communities )2004(. Commission staff working papers. Progress towards the common objectives in

education and training. Indicators and benchmarks. 21.1.2004. Brussels.

Commission of the European Communities )2007( Improving the Quality of Teacher Education. Communication from the commission

to the Council and the European parliament 3.8.2007. Brussels.

Davenport, T. H. & Prusak. L. )1998( Working Knowledge: How Organizations Manage What They Know. Cambridge, MA: Harvard

Business School Press.

Department of Education, Training and Youth Affairs, Australia, )2000(. The Impact of Educational Research. Department of Education,

Training and Youth Affairs, Australia, 2000(.





relevance of information from research and other evidence sources.When promoting research and evidence-based practice, it is not enough that teachers are provided with information about research,

offering it as a top-down process. They need the competence to acquire different kinds of evidence, which informs their practice and

decisions. It seems that without research, methodological studies and experiences of research processes, it is very difcult to internalise

an evidence-based orientation.

Working conditions at schools must allow teachers to grow as professionals. The teaching profession should offer an intellectually and

morally challenging career which have a real status in society. Precondition is that representatives of teaching profession have a capac-

ity to work as professionals, and they also have time, space and resources to act like professionals. In many cases this demands better

salaries and /or new salary systems and administrative structures which encourage and support teachers to develop their own profes-

sional practice.

Advancing cooperation and continuous learning among practitioners requires high quality research community who gives its contribu-

tion with internationally recognized research and through communication and collaboration with practitioners and decision-makers.

Cooperation must not lower ambitious scientic aims but it may enrich research designs and methodologies. We need a new generation

of researchers who have understanding of knowledge creation in cooperative projects. However, this requires new kinds of research

projects, where time and other resources are reserved for collaboration. Researchers need funding in which new methods and time al-

locations are recognized, and practitioners need resources in their local contexts to be partners. The latest EURYDICE survey )2007(

revealed that no European country has any research component in teachers’ work load. In some countries teachers are allowed to be

partners in research projects. We have to see, that evidence and research based practice cannot occur without funding, infrastructure and

human resources.

Networking and cooperation are important components of the teaching profession and these should be integrated with teachers’ pre and

in- service education and implemented in teachers’ daily work. Working with other teachers and professionals provides synergy when

applying evidence-based approaches. Networking processes need also supportive infrastructure and moderators. Co-operation of prac-

titioners and researchers promotes action research and other long-term developmental processes.

Principals and local school leaders are key persons in promoting research and evidence-based practice in schools. The crucial question

is how school leaders can Organizing school based development and mediating relevant evidence to teachers and promote quality assur-

ance and encourage teachers to create evidence for school improvement. Promoting networking with other schools

If the teaching profession aims to have a high professional status, teacher education must prepare teachers to work using research and

evidence-based approaches in their work. This is possible only if they have the competence to use different kinds of evidence, includ-

ing the evidence that research provides. They must have also the capacity to carry out action research in their classrooms and schools.






Figure 5. An evidence-based orientation in practitioners’ work needs many actors

Application of evidence and research-based knowledge is depending on many factors, which are in mutual interaction. The conditions

where schools and teachers and other practitioners are working can be very different. Countries are different in that how much they al-

locate on education and training. They differ also in it how much they invest on research and development, and particular in education

research.

The gure illustrates that no information source as itself can promote research- and evidence-based action. Policy-makers and practi-

tioners need capacity to understand how evidence is built. The more their decisions have effects and power the more they need critical

scientic literacy which helps them to understand validity and relevance of information from research and other evidence sources. Evi-

dence is created also by practitioners through reection and sharing experiences. They need open and analytical minds to achieve truth-

ful evidence and communities which support practitioners’ knowledge creation. Educational situations and decisions are always very

complex phenomena and the evidence-based must approach situations also from multidisciplinary and multi-professional perspectives

Teachers must have opportunities to link teaching and learning together with the newest research dealing with contents and methods of

teaching. However, this requires new kind on cooperation with academic community and representatives of practitioners. It also requires

organisational support of higher education institutions to arrange platforms and models to joint knowledge creation in pre and in-service

teacher education.

Policy-makers and practitioners need capacity to understand how evidence is built. Their education must provide tools for that. The

more their decisions have effects and power the more they need critical scientic literacy which helps them to understand validity and

Competence of practitioners to

use and produce evidence

Evidence/research-based

education )e.g. teacher education(

Working

conditions

and

organizational

structures for

support of

evidence-based

practice

-time

-spaceProfessional

networking

Quality of

evidence

-multi-

disciplinary

-complexity

Delivery and

dissemination

of

evidence

Evaluation

culture

-tool of

development

Application of research-based and

evidence-based knowledge

Social contexts

Economy

Cultural

factors© Niemi 2007





Pre-service TE Induction

)3years(

In-service TE

)5years( )Career -long(

Research-based/evidence-based work

learning, their professional development implies that teachers:• continue to reect on their practice in a systematic way;

• undertake classroom-based research;

• incorporate into their teaching the results of classroom and academic research;

• evaluate the effectiveness of their teaching strategies and amend them accordingly; and

• assess their own training needs.”

Teachers are in different phases in their career and they need different support in their professional development. The need of a con-

tinuum of the whole career long education for teachers is coming more and more important. In this continuum research-based activities

can play an important role.

Figure 4. Integration research with the continuum of teacher education for the whole teaching career.

For development of professional capacity practitioners need a community in which learning of new ideas and practices can be promoted.

This concerns also teachers as researchers and when they are creating knowledge in their own arenas.

8. Who creates a knowledge-based society – how can teachers can give their contribution?

Niemi )2007; 2008( has analysed conditions for promoting evidence-based practice in education and training. No information source or action in itself can promote evidence-based action. The main factors can be summarized by the following components )Figure 5(: )1(

research competence and research capacity building starting at the pre-service level of teacher education, )2( working conditions which

promote evidence-based practice, )3( the quality of evidence and research, )4( effective delivery of and easy access to evidence, )5( an

evaluation culture, which gives space for contextual factors and practitioners’ knowledge, and )6( collaborative professional networking.






Figure 3. Elements of a professional development system )Borko, 2004, p. 4(

This kind of model has been implemented in a Finnish project for math and science teaching. The LUMA Centre )http://www.helsinki.

/luma/( is another example of cross-boundary activities connecting research and teachers’ work in schools. It is serving science teach-

ers, students and researchers. The centre is coordinated by the Faculty of Science in the University of Helsinki promoting the teaching

of biology, chemistry, geography, mathematics, physics and technology and enhancing interaction between schools, universities and

business and industry. The aim is cross-disciplinary co-operation. The LUMA Centre also seeks to encourage children and young people

to become involved in scientic activities. The name LUMA comes from the words referring to science and mathematics )LU= Luon-

nontieteet in Finnish, science in English, MA= Matematiikka in Finnish, mathematics in English(.

Research has been integrated into the activities of the LUMA Centre. Disseminating new research ndings is a key in supporting

teachers’ lifelong learning. This is done with the help of LUMA Science Fairs and summer courses, and by offering the opportunity to

take part in research and to follow new developments through the newsletter, the webzine Luova and Master’s theses published by the

resource centres.

The LUMA Centre encourages teachers to play an active role in developing their own teaching using the latest research and being also

an action researcher in their own schools. Teachers are provided with news of the latest new research knowledge, they become with fa-

miliar “this month’s researcher”, they have information of science and education conferences and events. The Centre organises also an-

nual conferences, workshops and summer courses for teachers. The main principle is that researchers and teachers are working together.

LUMA websites provides support )in Finnish, partly also in Swedish and English( for teachers of mathematics and science It includes

information on experimental work and modelling, contains a questions section, latest research news and provides information on edu-

cational opportunities. The website also illustrates materials and tools for science teaching. The sites and support cover activities from

early education to higher education. The purpose is to provide teachers with new knowledge in sciences and pedagogy.

The LUMA Centre invites also pupils to work with researchers. They can joint to virtual clubs on the web or participate science days

or camps. Young pupils may work with club assignments also with their parents. Pupils have also access to video master classes of

physics by the best researchers in League of European Research Intensive Universities )LERU( through so-called LERU-Kids –project..

LUMA-newsletters are delivered to 70 000 teachers, students teachers and those who are interested to develop science teaching. Eachyear 2000-3000 teachers and 1200-1500 pupils participate in conferences or other events. Activities connect pre and in-service teacher

education. Student teachers are integrated in all activities.

)http://www.helsinki./luma/(

The European Commission ’published a document Improving the Quality of Teacher Education )Commission of The European Com-

munities, 2007a( emphasizing the importance of reective practice and research in teachers’ work: “…as with members of any other

profession, teachers have a responsibility to develop new knowledge about education and training. In a context of autonomous lifelong





Figure 3. Teaching practice in Finnish teacher education curricula

The main principle is that practice should start as early as possible and support student teachers’ growth towards expertise. In the begin-

ning it guides student teachers to observe school life and the pupils from an educational perspective, then it focuses on specic subject

areas and pupils’ learning processes. Finally it supports student teachers as they take holistic responsibility in their teaching and schools.

This period can be tightly connected with their research studies and Master’s thesis.

Hilda Borko has sought ways to promote teachers’ professional development and how to improve schools and learning outcomes though

teachers’ development. She has drafted a model in which a situative perspective is an essential element. The term situative refers to a

set of theoretical perspectives and lines of research with roots on various disciplines including anthropology, sociology, and psychology.

Situative theorists conceptualise learning as changes in participation in socially organized activities, and individuals’ use of knowledge

as an aspect of their participation in social practice.

From the situatitive prespective, teacher learning is understood as a process of increasing participation, a process of becoming knowl-

edgeable in and about teaching. Teacher learning may occur in many forums of practice, including their classrooms, their school com-

munities, and professional development courses in workshops. Borko )2004( has drafted a schema in which teachers and researchers

are working together in various professional programs, some on focusing on improvement of teachers’ subject knowledge, some on

development of curriculum. The key issue is that educational research community is involved in providing high quality professional

development for teachers. Researchers have a facilitator’s role in the situative learning. The Figure 3 illustrates these relationships.

Facilitators

Context

PD Program Teachers






study group with which the student works. )Niemi and Jakku-Sihvonen 2006, p. 37.(

An important aim of research oriented studies is also to educate teachers who are able to study and develop their own research-based

practices. For this reason, the modules on behavioural research methods are also obligatory for subject teachers. The critical scientic

literacy of teachers and their ability to use research methods are considered to be crucial. Accordingly, Finland’s teacher education

programmes require studies of both qualitative and quantitative research traditions. The aim of these studies is to train students to nd

and analyse problems they may expect to face in their future work. Research studies provide students with an opportunity to complete

an authentic project in which students must formulate a problem in an educational eld, be able to search independently for information

and data related to the problem, elaborate on them in the context of recent research in the area and synthesise the results in the form of

a written thesis. They learn to study actively and to internalise the attitude of researchers as they do their work.

Teachers’ pedagogical studies also include guided teaching practice )approx. 20 ECTS(. The aim of guided practical studies is to sup-

port students in their efforts to acquire professional skills in researching, developing and evaluating teaching and learning processes. In

addition, students should be able to reect critically on their own practices and social skills in teaching and learning situations. During

guided practical studies, students should meet pupils and students from various social backgrounds and psychological orientations and

have opportunities to teach them according to the curriculum.

Teaching practice is integrated with all levels of teacher education time. It is supervised by university teachers, university training school

teachers or local school teachers depending on the phase of practice )Jyrhämä 2006( )Figure 3(. In most cases research studies are inte-

grated with teaching practice. Students have small assignments to follow up and analyse pupils’ behaviour and school community. They

must to reect their observations and make conclusions how to develop their own teaching and improve practises in schools.

Practicum integrated with theoretical studies

Intermediate Practicum )BA level, 12 ECTS(:Starting with specific subject areas, moving towards

more holistic and pupil-centred a pproachesUniversity teacher tr aining schools

Advanced Practicum )MA level, 8 ECTS(:

Different options for developing expertise,

can be connected with the Master ’s Thesis

Mainly in Mun icipal field schools

Study

years

5

4

3

2

1





Teaching and learning

methods leading to

empowerment

Flexible curriculum

Leadership andmanagement

ICT included in strategic

planning – as part of

culture in schools

Investments in

communication

Teaching staff’s

capacity and

commitment

ICT

in everyday life

in schools

Figure 2. Keys factors for educational use of technology in the everyday lives of schools

7. Research-based teacher education – A Finnish case

Finland is an example of research-based teacher education. The responsibility for providing education for prospective teachers at pri-

mary and secondary schools rests on the universities. In 1979, the basic qualication for secondary and elementary school teachers was

dened as a Master’s degree in the form of programs requiring ve years to complete. The purpose of this modication was to unify the

core aspects of elementary and secondary school education, and to develop an academically high standard of education for prospective

teachers. Teacher education for the secondary school level was also reformed by expanding the scope of pedagogical studies. The Finn-

ish higher education moved to Bologna process degrees since 2005. Teacher’s qualication requires still MA degrees and TE education

degrees are 5 years programs, consisting of 3 years BA )180 ECTS( + 2 years MA )120 ECTS( degrees. )Niemi & Jakku-Sihvonen,

2006.(

Professors and supervisors of Finnish teacher education have the responsibility to guide students in the research-oriented aspects of their

education. BA and MA degrees consist of research methodological studies and thesis which are scientic studies. Students learn to read

educational research reports, to inquire data, to analyse it and make conclusions. Research methods may vary form historical analysis to

surveys and experiments. The main object of these studies is not the completion of the Master’s thesis itself, but actually to further the

process by which students come to see themselves as actively studying and working subjects. In this aspect of the degree programme,

the processes of active working and thinking are integrated in various complex and sometimes unexpected ways. The aim of the guiding

process is to help students discover and tap their own intellectual resources and to make them better able to utilise the resources of the






• In our late modern societies, there are many forums of learning which may be called learning spaces.

• Working life and work organizations are important learning spaces.

• Technology enriched learning tools and spaces with mobile technology, Web 2.0 applications, social media and all digital resources

create a powerful arena for learning, both in the formal and informal settings of education.

These scenarios set urgent needs for teaching profession and schools. The recent research has revealed that the major question in schools

is not technology as itself. The most important is how it is integrated with learning and teaching, and used pedagogically in a meaningful

way. We have to ask what kind of additional value new technology provides to learners and teachers. It means assessing the following

topics:

• How do different technological learning solutions provide additional value to learning outcomes?

• How do different technological learning solutions provide additional value to advancing of sharing and collaboration?

• How do different technological learning solutions provide additional value to teachers when advancing sharing and collaboration in

their professional development?

• How do different technological learning solutions provide additional value to pedagogy when providing 21st century skills to learners?

A recent research project )Niemi & Kynäslähti & Vahtivuori, 2012( was seeking how information and communication technology can

be applied in everyday life in Finnish schools. It revealed that many components of practices overlap and support each other. According

to the results integration of ICT in everyday life requires both pedagogical and organizational qualities. This conrms very much what

Kozma )2008( has presented earlier. Both elements have a strong value component: empowering student centred learning and teaching

culture, supportive leadership, and open communication aiming at sharing and cooperation. Seeing schools as sense-making communi-ties )Thomson, 2010( helped us to interpret how schools had implemented ICT.

Schools which effectively used ICT also had a strategy that was planned together by school principals, teachers and often stakeholders

as well, such as parents.

An important fact was that the strategy is not only a document, but more or less a joint expression of purpose and vision.

This means meaning-making and acting in parallel directions in many areas and on many levels of the system. We can speak about

ICT as being integrated into the culture of a school. This involves leadership that supports teachers’ growth in their efforts to learn new

competences for the educational use of ICTs even in uncertain circumstances and to develop curriculum which takes care of different

learners. The main results are summarized in Figure 2.

Many of the results support the ideas that are stressed when speaking about schools’ role in promoting 21st century skills, particularlyin promoting collaboration and sharing learning culture )Kozma et al., 2003; Law et al., 2005; 2008; Smeds et al. 2010(.

Roger Säljö )2010( has claimed that ICTs transform our conceptions of what learning is. Referring to him the research could nd that

ICT changed the whole school community towards more the communicative ecology of our daily practices )Niemi & Kynäslähti &

Vahtivuori, 2012(.

The main results have been summarized in the following gure.





Figure 1. Knowledge creation as an interactive process.

When seeking new ways for knowledge creation as an interactive process we see that schools and teacher education could be partners

in “virtuous knowledge sharing” )European University Association, 2007, p.21(. This notion is built on the conviction that creative

knowledge production is a sharing process. Virtuous knowledge sharing proposes that two very different sectors – academe and soci-

ety at large – join forces in the quest for knowledge and problem solving. It suggests creating a pool of very diverse talents, expertise

and experiences, which would be well equipped for tackling a wide range of questions and problems. Virtuous knowledge sharing is

closely connected with the idea of “engagement” )Gibbons, 2005; Bjarnason & Coldstream, 2003(. This paradigm refers to a genuine

interchange and two-way communication process, in which higher education institutions, academic research, practitioners and local or

regional stakeholders work in joint knowledge creation projects.

5. Teachers as problem solvers

Teachers are working on conditions where they must nd, observe and understand complexity of educational processes and face the

evidence that is coming from different sources. They also need to be open to acquire and assess local evidence. Scardamalia and Bere-

iter )e.g. 2002; 2003( have examined behaviour of experts. The feature that really distinguishes experts from others is their approach to

new problems. The pattern recognition and learned procedures that lead to intuitive problem solving are only the beginning. The expert

invests it in what Bereiter and Scardamalia call progressive problem solving, that is, tackling problems. That increases expertise rather

than reducing problems to previously learned routines.

Many researchers have stressed that expertise is the integration of different kinds of knowledge. Davenport and Prusak )1998( have

found that an expert needs codied knowledge and organised ofcial and literally transferable knowledge. In addition, the develop-ment of expertise needs role models, observing experts, tacit knowledge, a social network and even good stories of successful practice.

Davenport and Prusak )1998( point out that experts’ knowledge is deep personal knowledge which has been tested in practical situations

6. Teachers and knowledge creation using new technology

The concept of the knowledge society includes also people’s capacity to use new technology for learning and knowledge production.

The concept of learning has gone through a multilayered process of redenition. Learning is seen as an active individual process, where

learners construct their own knowledge base. Learning is also increasingly seen as a process based on sharing and participation with

different partners in a community, and is viewed as a holistic constructing process which is interconnected with learners’ emotional,

social and cultural premises. New learning technology is integrated with changes in learning and knowledge production. The concept“life-long learning” is more a life course process and we are learning in different situations and life areas which are cross-boundary with

the following features:

• Learning and knowledge is no longer only a monopoly of the school, or not even of the university.






settings, such as in open learning and labour market contexts. Teachers need also the latest knowledge of educational technology. Teach-

ers’ knowledge base is wide and demanding.

Teachers’ work is based on the different types of knowledge. One way to analyse teachers’ knowledge base is to divide it into contents,

which are needed in their work and processes how teachers act in their job. Teachers play an important role in mediating knowledge

and skills to different learners and teachers need high standard expertise in those areas. This component can be described in a generic

sense as contents of mediation, and can be described as declarative type of knowledge. In addition teachers need a lot of practical skills

for that how they as professionals mediate something to individuals or groups and how they construct knowledge jointly. This kind of

knowledge can be described as procedural knowledge of teachers. This division provides some clarication to teaches’ work, but it is

necessarily any more fully relevant even though it helps to understand different sides of the professional actions.

4. Knowledge creation is not a linear process

The recent understanding of knowledge production has revealed that knowledge is a more comprehensive concept than research or evi-

dence. Knowledge is constructed through research )with its different Modes(, evidence, literature and learning experiences. Knowledge

creation needs different information sources and social interaction. When promoting research- and evidence-based policy and practice it

is necessary to understand that policy-makers and practitioners are learners in their own work and they create knowledge in their prac-

tice. New competencies arise from social interaction, knowledge sharing, and collective problem solving and are embedded in shared

competence of communities and organized groups of experts and professionals.

If we see knowledge creation as an interactive process, application of knowledge is not any more a one-direction process. It is a joint

process where researchers, policy-makers, practitioners are working together in a complementary way seeking evidence for better policy

and practice.As a conclusion the following gure can be presented of the knowledge creation as an interactive process.

Research based evidence-mode 1

-mode 2

-Triple Helix

Professional based evidence•Personal experiences

•from documents or archives

•artefacts

•observations

Knowledge

creation

Interactive learning

process of researchers,

policy-makers,

and practitioners

Applications





largely academic, interests of a specic community. By contrast, Mode 2 knowledge is carried out in a context of application. Mode 1 is

often disciplinary while Mode 2 is in most cases transdisciplinary. This division also helps to understands how teachers can be partners

in academic knowledge creation. Since then a new concept “Triple Helix” has also come into discussion. It goes even further and wants

to bring universities, industry and governments work together in interdisciplinary networks and exible structures in order to answer to

social needs in society )Greco et al. 2005; Kazakova 2001(. It is an interactive partnership with different stakeholders. In teacher educa-

tion it can be joint research projects with higher education institutions, schools, enterprises or cultural institutions. Etzkowitz )2003(

argues that we have a shift in society and univerisieties. It arises from both the internal development of the university and external in-

uences on academic structures associated with the emergence of ‘knowledge-based’ innovation. At the same time there are also many

critical voices warning that this entrepreneurial paradigm is a threat to the traditional integrity of the university and there is a danger to

lose its role as independent critic of society.

Teachers as representatives of knowledge profession should be aware of different modes of knowledge, both advantages as well as

threats of these different approaches. Teachers need research based knowledge but they also have a right and obligation to assess and

reect what works. They need evidence. It means assessing why it is worthwhile to apply something in their work? Evidence is coming

from different sources. Evidence can be based on research reports and studies or thematic reviews of research. An urgent issue is what

is a quality of evidence and on which kind of evidence we can trust )e.g. Marston & Watts, 2003; Thomas,2004; Agalianos, 2006(. We

can have evidence through national and local evaluations and other systematic data gatherings. Sebba )2004( introduces three types of

evidence in current policy-making: national surveys conducted by governmental departments, inspection data, and research evidence

from externally commissioned project or programs.

Evidence can also grow from observations and experiences of experts, policy-makers and practitioners in their own elds )e.g. Issitt

& Spence, 2005(. Hammersley )2004( argues that this evidence does not necessarily emerge from systematic investigation but it still

can be important, and even more important. There are also many voices that stress the role of practitioners in assessing the relevance

of evidence. When practitioners are informed through evidence, regardless of its origin )research or e.g. observations(, they have right

and obligation to assess its relevance. Robertson and Dale )2007( remark that users must judge what works when applying evidence

into practice. There is always a specic context and they have to ask, not only what works, but for whom, under what circumstances

and so on. Application, thus, depends upon a mix of evidence and judgement, and that this is a dynamic process, in which the teacher or

policymaker is also attuned to the effects and consequences and uses this knowledge to loop back into the process.

Teaching profession, as all high standard professions, needs the best available academic knowledge in order to full its commitmentsin society. Teacher education is multidisciplinary and it comprises many demanding tasks. Teachers have the important duty of open-

ing pathways to different learners into knowledge and skills. Teachers have to be familiar with the most recent knowledge and research

about the subject matter. They also have to know how the subject matter can be transformed in relevant ways to benet different learners

and how it can help learners create foundations on which they can build lifelong learning. They should have a thorough understanding

of human growth and development, and they need knowledge of the methods and strategies that can be used to teach different learners.

This means that teachers need the latest research results of pedagogical knowledge. In addition, teachers have to be familiar with the

curricula and learning environments in educational institutions. They also should know about learning in non-formal educational






Research based refers to a systematic investigation through which scientic community produce new knowledge for education and

training. The recent situation is diffuse. Research in education has received a lot of criticism from policy-makers and practitioners.

In educational eld research-based approach is more unsystematic and scattered than e.g. in health care )especially clinical services(,

criminal justice, welfare policy )focus on social security benets(, housing, transport )focus on roads policy( and urban policy. Boaz &

Ashby & and Ken Young )2002, p. 7( summarise current deciencies why educational research is not serving policy or practise: Much

research is considered less than robust, there are paradigm wars, eclectic methods competing rather than complementing, large data-

sets are analysed but there is relatively little true experimentation, fragmented research community, no accessible database of research

evidence )but fresh initiatives underway(, few systematic reviews. Some educational researchers have proposed very experimental and

controlled models for educational research for having more cumulative knowledge )e.g. Slavin 2002(. These suggestions have raised

very controversial opinions among education researchers.

The need of research is obvious but policy-makers and practitioners question its value to provide real help to problems in practice )e.g.

Hemsley & Brown 2003; Department of Education, Training and Youth Affairs, Australia, 2000(. The educational phenomena are multi-

layered and multidisciplinary. The most studies inform only from a very narrow perspective. The knowledge coming from research is

often incoherent and scattered, particularly if they are single studies without connection to larger a research project design or research

program. There is a need of research on education but access to it and apply it into practice face many barriers.

Berliner )2002( and McCormick )2003( remark that educational research is the hardest science of all when striving for research- and

evidence-based policy and practice because of enormous complexity of educational phenomena. Berliner writes:

“Our science forces us to deal with particular problems, where local knowledge is needed. Therefore, ethnographic research is crucial, as

are case studies, survey research, time series, doing experiments, action research, and other means to collect reliable evidence for engag-

ing in unfettered argument about educational issues. A single method is not what the government should be promoting for educational

researchers. It would do better by promoting argument, discourse and discussion” )Berliner, 2002, p. 20(.

Even though educational research cannot provide direct applications to teachers there are many ways how it can inform or led teachers’

work. It provides necessary foundational knowledge about teaching and learning to the profession. Teachers need knowledge of stu-

dents’ development, recent scientic results in subject matters and information how different students learn and why they do not learn.

There is a clear need to improve educational research but it is inefcient if teachers do not have capacity to understand how knowledgeis created through research. They must have basic knowledge of research methods and some competence to evaluate relevance and qual-

ity of research result. They need scientic literacy. Without this skill they are only actors who are applying orders coming outside their

practice. They need scientic literacy in order to understand on which grounds they can build their work. Without this understanding

they have very little opportunities to learn new and question earlier knowledge and practices.

Gibbons et al )1994( opened an important scenario to scientic knowledge creation when the proposed that scientic knowledge created

through different modes. Gibbons introduced Mode 1 and Mode 2. In Mode 1 problems are set and solved in a context governed by the,





1. Introduction

In knowledge-based societies, research- and evidence-based policy and practice have become an urgent requirement. Decisions and

development should be based on the best available knowledge. The OECD and the European Union have promoted this approach in

different sectors of society, calling different disciplines to give their contribution )e.g. Schűller, 2006(. Research- and evidence-based

practice concerns also schools and teacher education )European Commission, 2007(.

There are a lot of variations how teacher education has been organized in different countries. We also have many opinions whether

teacher education should be evidence- or research-based and why should teachers have experiences of research work in their training?

Their work in schools is very practical and teachers need many other abilities than research skills. Why should student teachers study

scientic research methods if they do not work as researchers in their profession?

The aim of this article is to explore what is teachers’ role in a knowledge-based society and how teacher education can promote a transfer

process to a knowledge society. The article also reects on how Finnish teachers and teacher education has been organised and imple-

mented for promoting the knowledge-based society. The article also presents what conditions for teaching profession and teachers’ work

are needed when moving towards to the knowledge- based society.

2. Research- and evidence-based practice in education

The European Union has set several working groups to promote teaching profession and its attractiveness. Teachers are seen as key

agents for economic, social and cultural purposes. However, the reality is that teaching profession has very low status in most countriesand teacher education is not a real choice for talented students. Some exceptions exist and on the top of this issue there is Finland where

teacher education is one of the most popular programs in universities )Kansanen, 2003, pp. 86 – 87; Niemi, 2011(. Many European

Union’s working groups of teacher education have emphasized that the teaching profession should be seen as a demanding academic

career and teachers need capacity to learn all the time in their work. Teachers are responsible for knowledge base in society and they

have a big inuence on a new generation’s capacity to face future challenges.

. Changing concept of knowledge

The concept of knowledge has changed from earlier static, transmitted contents to the knowledge that is ever renewable and often

construed jointly together with other learners. The latest research on learning considers learning as an active individual process, wherelearners are constructing their own knowledge base. Learning is also increasingly seen as a process based on sharing and participation

with different partners in a community )Slavin, 1997; Scardamalia & Bereiter, 2003; Nonaka & Takeuchi, 1995(. Knowledge is socially

shared, and emerges from participation in socio-cultural activities. The contents and processes are intermediating. The academic con-

tents and teaching processes must not be seen as separate or exclusive. They are complementary in the teaching profession.

In order to understand knowledge creation in teaching profession we have to see what connections knowledge creation has with “re-

search-based knowledge” and “evidence-based knowledge”. Both concepts have raised much tension in educational communities.






• Vice-rector, University of Helsinki, responsible for academic affairs, 2003–2008, 2008-2009

• Vice-Chair of Consistorium )Senate( of University of Helsinki, 2003–2008, 2008-2009

• Dean, University of Helsinki, 2001–2003, Faculty of Education

• Vice-Dean, University of Helsinki, 1998–2000, Faculty of Education

• A member of Consistorium of University of Helsinki, 2001–2003

• Vice-member of Consistorium of University of Helsinki, 1998–2000

Head of Department

• University of Helsinki, 1998–2000

• University of Tampere, 1996–1998

Faculty Member

• University of Helsinki, 1998–2003• University of Tampere, 1996–1998

• University of Oulu, 1990–1991

Major scientic expertice

• Reviewer of the research proposal. National Institute of Education. Singapore.

• Assessor of the ECRP VI Proposals, ESF, 2010.

• Reviewer of research proposals for the call of Norwegian Educational Research 2020, UTDANNING2020, 2009, The research Coun-

cil of Norway.

• Reviewer of research proposals for higher education )2008( and comprehensive and secondary school education )2009(, Portugal.

• Invited expert to assist the European Commission DG for Education and Culture to prepare communication and staff working docu-ment on the relationship between research, policy and practice in the eld of education and training, 2007.

• Member of the focus group to develop European framework for teacher/trainer competences and qualications. European Commission

- Directorate General for Education and Culture, 2004–2005.

• Member of the international review team in the assessment of quality of research in educational sciences in the University of Jy-

väskylä, 2005-2006.

• Chair of the national network of multidisciplinary research on learning, 2005–2008, 2009-2010.

• Member of the Steering Committee of Teaching and Learning Research Programme U.K., 2004–2008.

• Chair of the national coordination group of the Bologna process in educational sciences and teacher education, 2003–2006.

• Scientic director of the national research program “Life as Learning”, Academy of Finland, 2002-2006.• Director of EU project ”LEARNINGSPACE – Crossboundary European Scenarios on Learning” )2001–2003(.

• Member of the Advisory Board for revising student selection to universities, Ministry of Education, 2003–2004.

• Member of the Preparatory Committee for the Bologna Process in Finland, Ministry of Education, 2002–2003.

• Chair and reviewer of the quality of education research in Estonia 2002-2003

DR Niemi is a member in many boards, is a keynote speaker in many conferences and has many publications





Education

Degrees

University of Helsinki:

Ph.D. in Education )1978(

Licentiate of Philosophy )1975(, Major in education, minor pedagogy of religion instruction

• Master of Philosophy )1974(, Major in education, minors in psychology, social psychology, sociology

Major in pedagogy of religion instruction, minors in six other disciplines in theology

Pedagogical education

• University of Helsinki: Qualication of secondary schools )1978(Adult education institution, Luther College: Qualication of teachers for adult education institutions )1976(

Adult education institution, Orivesi College: Qualication of rectors for adult education institutions )1979(

• Teaching skill examinations in universities: Teaching skills have been examined in professorship or university lecturer post review

processes in the universities of Helsinki, Oulu, Turku and Tampere 1987.

Employment record

• Installation of J C Koh Professorship )Honorary(, National Institute of Education, Nayang Technological University, Singapore2010.

• Installation of Honorary Professorship, University of Bucharest, Romania, 2010.

• Stanford University, Visiting Scholar2010

• University of Helsinki, Professor of Education 1998– • University of Helsinki, Vice-rector, Full time post )2003–2008, 2008-2009(

• University of Tampere, Department of Teacher Education: Professor of Education 1993–98

• University of Turku, Department of Teacher Education in Rauma, Professor of Education 1992–93

• Michigan State University, Visiting professor 1.8.1989–31.12.1989

• University of Oulu, Department of Teacher Education, Professor of Education 1988–1991

• University of Helsinki, Department of Education and Teacher Education, Professor and

• Associate Professor of Education )acting( 1986–88

• University of Helsinki, Senior Lecturer 1979–1988

• Adult education institution, Luther College, Teacher 1975–79• University of Joensuu, Department of Education in Savonlinna, Senior Lecturer 1.1.–31.8.1975

• University of Helsinki, Department of Education, Assistant 1974

• Lower and upper secondary school of Pohjois-Helsingin yhteiskoulu, Teacher of Religion and Psychology 1972

Major administrative tasks in universities

• Member of The Helsinki University Collegium, University of Helsinki )2010-2014(

Documents

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