Multi-Dimensional Finnish Educational Change-Selected Aspects in the Perspective of Pasi Sahlberg’s Works

Arleta Suwalska

doi:10.36578/BP.2022.07.27

Data publikacji : 19-12-2022

Tom 7 Nr 1 (2022)

Multi-Dimensional Finnish Educational Change-Selected Aspects in the Perspective of Pasi Sahlberg’s Works

Arleta Suwalska

https://orcid.org/0000-0003-0713-8451

DOI: https://doi.org/10.36578/BP.2022.07.27

Abstrakt

This article presents the selected aspects of Finnish multi-dimensional educational change from the varied perspectives of Pasi Sahlberg’s works. The biggest reform in Finnish education started in November 1963 and was based on „collaboration among schools, personalised learning, focus on the whole child, trust-based responsibility and equity of outcomes”. Sahlberg added that „schools collaborate, they help one another and help teachers create a culture of cooperation in their classrooms”, especially in order to reinforce the best solutions for personalised learning, designed within the framework of Finnish national goals. Consequently, students have their own individualised learning plans to address their own educational requirements. Moreover, teachers in Finland focus on the whole child, paying attention to the moral character, personality, skills and talents of each student.

Inne teksty tego samego autora

Arleta Suwalska, Implikacje myśli pedagogicznej Johna Deweya w fińskiej edukacji , Biografistyka Pedagogiczna: Tom 6 Nr 1 (2021)

Szczegóły

Bibliografia

Statystyki

Autorzy

Pobierz pliki

PDF (English)

Zasady cytowania

Suwalska, A. (2022). Multi-Dimensional Finnish Educational Change-Selected Aspects in the Perspective of Pasi Sahlberg’s Works. Biografistyka Pedagogiczna, 7(1), 387–402. https://doi.org/10.36578/BP.2022.07.27

Wskaźniki altmetryczne

Cited by / Share

Licencja

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe.

Bibliografia

Giddens A., The consequences of modernity, Oxford 1990.

Gardner H., Frames of Minds: The Theory of Multiple Intelligences, New York 1983. DOI: https://doi.org/10.2307/3192663

Hargreaves A., Shirley D., The Global Fourth Way, the Quest for Educational Excellence, London 2012. DOI: https://doi.org/10.4135/9781473915244.n21

Hord S., Professional Learning Communities: Communities of Continuous Inquiry and Improvement, Austin 1997, https://files.eric.ed.gov/fulltext/ED410659.pdf, accessed: 26.11.2020.

Sahlberg P., Education Policies for Raising Student Learning: The Finnish Approach, „Journal of Education Policy”, 22 (2007) issue 2, pp. 173–197. DOI: https://doi.org/10.1080/02680930601158919

Sahlberg, P., The Fourth Way of Finland, „Journal of Educational Change”, 12 (2011) issue 2, pp. 173–185. DOI: https://doi.org/10.1007/s10833-011-9157-y

Sahlberg P., Teachers as Leaders in Finland, „Educational Leadership”, 71 (2013) issue 2, pp. 36–40.

Sahlberg P., Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland?, New York 2015.

Sahlberg P., W. Doyle, Let the Children Play: How More Play Will Save Our Schools and Help Children Thrive, Oxford 2021.

Sahlberg P., Robinson K., Gardner H., Finnish Lessons 3.0: What Can the World Learn from Educational Change in Finland?, New York–London 2021.

Sahlberg P., Finnished Leadership, Four Big, Inexpensive Ideas to Transform Education, Corwin 2018. DOI: https://doi.org/10.4135/9781506325408

Sahlberg P., Walker T. D., In Teachers We Trust: The Finnish Way to World-Class Schools, New York 2021.

Sejersted J. M., Debatta˚ret som ikkje var-2004 [2004—the year of the non-debate], in: Norsk litterær a˚rbok 2005, eds J. M. Sejersted, E. Vassenden, Oslo 2005, pp. 9–19.

Simola H., The Finnish Miracle of PISA: Historical and Sociological Remarks on Teaching and Teacher Education, „Comparative Education”, 41 (2005) issue 4, pp. 455–470. DOI: https://doi.org/10.1080/03050060500317810

Suwalska A., Values and their Influence on Learning in Basic Education in Finland — Selected Aspects, „Roczniki Pedagogiczne”, 13 (2021) issue 2, pp. 141-154, DOI: 10.18290/rped21132.10. DOI: https://doi.org/10.18290/rped21132.10

Tirri K., Teacher Education is the Key to Changing the Identification and Teaching of the Gifted, „Roeper Review”, 39 (2017) issue 3, pp. 210-212, DOI: 10.1080/02783193.2017.1318996. DOI: https://doi.org/10.1080/02783193.2017.1318996

Wrightsman L., Assumption about human nature: A Social Psychological Approach, Monterrey, Ca 1974.