ERIC Number: EJ1428384
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: EISSN-1469-5928
Debunking the Myth of High Achievers in Finnish Primary Teacher Education: First-Year Preservice Teachers' Learning Strategies and Study Success
European Journal of Teacher Education, v47 n3 p508-528 2024
This study aimed to explore the admitted students of Finnish primary teacher education programmes from the viewpoint of learning strategies, and academic success. An overall view was derived from national register data, which were supplemented with questionnaire data gathered from three teacher education units (N = 216). Primary teacher programmes currently seem to attract and select mediocre secondary school graduates from academic perspective, contrary to previous studies. Furthermore, women enter the programmes with higher exam scores than men and have more success in their studies. Based on their learning strategies, students were divided into subgroups of deep and independent learners, and reproductive and support-dependent learners. Previous study success was positively associated with first-year study success. It is important for teacher educators to acknowledge that the students are rather mediocre in the academic sense, even reproductive and lacking regulation skills, and thus might need support in developing into professional learners.
Descriptors: Foreign Countries, Misconceptions, High Achievement, Preservice Teacher Education, Preservice Teachers, Elementary Education, Admission Criteria, Academic Achievement, Learning Strategies, Gender Differences, Scores
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A