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Abstract
During the Bologna process, from 2003 to 2006, degree programmes, including teacher education curricula, were developed in line with the two-tier system – the European Credit Transfer and Accumulation System (ECTS) and modularization. The purpose of the present study is to contribute to the development of teacher education profiling measures by comparing the Finnish and Estonian curricula covering initial teacher education. The aim was to analyze and compare studies in the science of education as part of the class teacher education programs through the development of a sufficiently universal meta-structure. The written curricula were subjected to discipline-based content analysis, which covered the main elements of the curricula and the contents of the theoretical substance studies in the science of education. The resulting differences and similarities between the Finnish and the Estonian curricula are reported.
Acknowledgments
The authors would like to acknowledge the valuable contribution of Mr. Hannes Voolma, with whom they collaborated at the University of Tallinn during the research process in 2006 before he unexpectedly passed away in July 2007. The authors appreciated his enthusiastic and active collaboration and acknowledge his contribution as one of the co-authors of an earlier version of this paper. He is dearly missed. The authors would also like to thank Ms. Kristel Tennokese at the University of Tallinn, and Mrs. Juta Jaani and Ms. Anu Seppa at the University of Tartu for their valuable assistance in collecting and categorising the Estonian written curricula.