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A Comparison of University Curriculum in Special Teacher Education in Finland and Sweden
University of Oulu, Finland.
Högskolan Dalarna, Akademin Humaniora och medier, Svenska språket.ORCID-id: 0000-0001-7745-8034
Örebro University.
2019 (engelsk)Inngår i: Nordic Journal of Comparative and International Education, ISSN 2535-4051, Vol. 3, nr 2, s. 20-36Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared.

sted, utgiver, år, opplag, sider
2019. Vol. 3, nr 2, s. 20-36
Emneord [en]
curriculum, special teacher education, professional competence, inclusion
HSV kategori
Forskningsprogram
Forskningsprofiler 2009-2020, Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-29952DOI: 10.7577/njcie.2659OAI: oai:DiVA.org:du-29952DiVA, id: diva2:1313085
Tilgjengelig fra: 2019-05-02 Laget: 2019-05-02 Sist oppdatert: 2021-11-12bibliografisk kontrollert

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