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Scandinavian Journal of Educational Research Volume 34, 1990 - Issue 4
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Original Articles

Education as a Discipline in Finland

Pertti Kansanen Department of Teacher Education, University of Helsinki, Ratakatu 2, SF‐00120, Helsinki, Finland
Pages 271-284 | Published online: 03 Aug 2006

Citations (10)

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Read on this site (6)

Ari Kivelä & Pauli Siljander. (2013) Psychologism in Finnish Educational Science: From Herbartianism to Constructivism. Scandinavian Journal of Educational Research 57:4, pages 369-384.
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Ritva Jakku-Sihvonen, Varpu Tissari, Aivar Ots & Satu Uusiautti. (2012) Teacher Education Curricula after the Bologna Process – a Comparative Analysis of Written Curricula in Finland and Estonia. Scandinavian Journal of Educational Research 56:3, pages 261-275.
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Hannu Simola. (1998) Decontextualizing Teachers’ Knowledge: Finnish didactics and teacher education curricula during the 1980s and 1990s. Scandinavian Journal of Educational Research 42:4, pages 325-338.
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Osmo Kivinen & Risto Rinne. (1998) Finnish Higher Education Policy and Teacher Training. Paedagogica Historica 34:sup1, pages 447-470.
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Anneli Lauriala & Leena Syrjälä. (1995) The Influences of Research into Alternative Pedagogies on the Professional Development of Prospective Teachers. Teachers and Teaching 1:1, pages 101-118.
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Hannu Simola. (1993) Professionalism and the Rationalism of Hopes: outlining a theoretical approach for a study on educational discourse. International Studies in Sociology of Education 3:2, pages 173-192.
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Articles from other publishers (4)

Tomasz Leś. (2022) On the Autonomy of Educational Studies as a Second-Level Discipline. Studies in Philosophy and Education 41:4, pages 445-465.
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Susanne Wiborg. 2016. The Comparative Politics of Education. The Comparative Politics of Education 144 191 .
. 2010. Genève : creuset des sciences de l'éducation. Genève : creuset des sciences de l'éducation 615 643 .
Hannu Simola, Osmo Kivinen & Risto Rinne. (1997) Didactic closure: Professionalization and pedagogic knowledge in Finnish teacher education. Teaching and Teacher Education 13:8, pages 877-891.
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