Janne Säntti
Biographic Data
| ID | 6510487 |
|---|---|
| NAME | Janne Säntti |
| GIVEN NAMES | Janne |
| FAMILY NAME | Säntti |
| SIGNATURE | SÄNTTI J |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0003-2624-9069 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Competence-based discourse and fading educational knowledge in Finnish teacher education
Finnish teacher education's agenda has shifted from research- to competence-based. • Finnish TE aligns with political and economic aims, not educational knowledge. • Competence discourse endangers TE's academic autonomy. • Teachers need solid educational knowledge, not competence-based goals
Chilean and Finnish university-based teacher educators’ agentic approaches to academic career path development
University-based teacher educators are key agents of educational and societal change. Yet their academic careers across institutions and countries have received insufficient attention. To bridge this gap, our empirical study collected data from 12 teacher educators in different Chilean and Finnish research-oriented universities. Drawing from Archer’s social theory, we examine teacher educators’ reflexivity as a decision-making process, offering t…
Exploring the research-based approach of academic classroom teachers in Finland
Teacher education in Finland has followed a research-based approach for decades, but the approach has rarely been investigated from the viewpoint of in-service teachers. This study explores how in-service teachers experienced the meaning of educational science, research and theory (ESRT) and how teachers engage with educational research as part of their work. Using a phenomenologically oriented analytical approach, the informants were grouped int…
Five decades of persistent decontextualisation of academic teacher education in Finland
Aiming at constructive criticism, this article analyses the historical development of Finnish teacher education from the perspective of decontextualisation. The article suggests that essential contexts for teacher education are daily schooling, the historically constructed structures of school, and finally the whole society. The results indicate that as an unintended consequence of the academisation of Finnish teacher education, the socio-histori…
Future jamming
The future is rarely problematised in education even though it is self-evident in everyday schoolwork and present also in the management of education. However, we should understand how different future visions influence our understanding of education. In this paper, we apply rhetorical analysis and study how the future of education is rhetorically constructed in Finnish policy texts. Also, we analyze the special characteristic of Finnish future v…
Teaching
Teaching
Future jamming
The future is rarely problematised in education even though it is self-evident in everyday schoolwork and present also in the management of education. However, we should understand how different future visions influence our understanding of education. In this paper, we apply rhetorical analysis and study how the future of education is rhetorically constructed in Finnish policy texts. Also, we analyze the special characteristic of Finnish future v…
Five decades of persistent decontextualisation of academic teacher education in Finland
Aiming at constructive criticism, this article analyses the historical development of Finnish teacher education from the perspective of decontextualisation. The article suggests that essential contexts for teacher education are daily schooling, the historically constructed structures of school, and finally the whole society. The results indicate that as an unintended consequence of the academisation of Finnish teacher education, the socio-histori…
Exploring the research-based approach of academic classroom teachers in Finland
Teacher education in Finland has followed a research-based approach for decades, but the approach has rarely been investigated from the viewpoint of in-service teachers. This study explores how in-service teachers experienced the meaning of educational science, research and theory (ESRT) and how teachers engage with educational research as part of their work. Using a phenomenologically oriented analytical approach, the informants were grouped int…
Chilean and Finnish university-based teacher educators’ agentic approaches to academic career path development
University-based teacher educators are key agents of educational and societal change. Yet their academic careers across institutions and countries have received insufficient attention. To bridge this gap, our empirical study collected data from 12 teacher educators in different Chilean and Finnish research-oriented universities. Drawing from Archer’s social theory, we examine teacher educators’ reflexivity as a decision-making process, offering t…
Competence-based discourse and fading educational knowledge in Finnish teacher education
Finnish teacher education's agenda has shifted from research- to competence-based. • Finnish TE aligns with political and economic aims, not educational knowledge. • Competence discourse endangers TE's academic autonomy. • Teachers need solid educational knowledge, not competence-based goals
Pedagogy (5 works) · Sociology (5 works) · Educator Training and Historical Pedagogy (4 works) · Teacher education (4 works) · Teacher Education and Leadership Studies (4 works) · Global Educational Policies and Reforms (3 works) · Mathematics education (3 works) · Political science (3 works) · Psychology (3 works) · Educational research (2 works)