Mikko Puustinen
Biographic Data
| ID | 6510488 |
|---|---|
| NAME | Mikko Puustinen |
| GIVEN NAMES | Mikko |
| FAMILY NAME | Puustinen |
| SIGNATURE | PUUSTINEN M |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-6737-124X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 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
Complex outcomes of recontextualised history
This paper compares the history curricula in Sweden, England and Finland from the perspective of curricular aims and content. Three approaches to the recontextualisation of knowledge in the curricula were employed. First, a comparative analysis of the aims of the three curricula was carried out using a simple binary contrast between history for its own sake and history for other purposes. Second, the curricula were re-examined by drawing on the a…
GeoCapabilities Approach to Climate Change Education
Multiple perspectives on geographical thinking are lacking in the teaching of climate change in school geography.This study establishes an epistemic model through a co-construction design to support geography teachers' curriculum making with respect to climate change.We developed the preliminary model with four main geographical perspectives, including natural scientific, humanistic, social scientific, and posthuman perspectives, by drawing on st…
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…
The Nature of Literacy Instruction in Elementary School History Lessons
This paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a tex…
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…
Rethinking society and knowledge in Finnish social studies textbooks
This paper discusses the relationship between knowledge and society in social studies by analysing how society is presented in four Finnish social studies textbooks currently in use in comprehensive education. Besides its empirical contribution, the paper examines the possibilities of applying Michael Young’s understanding of powerful knowledge in social studies by complementing it with two additional theoretical approaches to society. Firstly, b…
Envisaging the alternatives
In this case study, we explore pedagogical practices that could promote powerful knowledge in school history. We analyse teaching sessions conducted by two teachers. The cases were selected from an observation study that focused on historical literacy in Finnish schools. While Michael Young’s ideas of powerful knowledge have gained considerable attention in recent years, the pedagogical aspects of powerful knowledge have been less explored than i…
Teaching
Teaching
Rethinking society and knowledge in Finnish social studies textbooks
This paper discusses the relationship between knowledge and society in social studies by analysing how society is presented in four Finnish social studies textbooks currently in use in comprehensive education. Besides its empirical contribution, the paper examines the possibilities of applying Michael Young’s understanding of powerful knowledge in social studies by complementing it with two additional theoretical approaches to society. Firstly, b…
Envisaging the alternatives
In this case study, we explore pedagogical practices that could promote powerful knowledge in school history. We analyse teaching sessions conducted by two teachers. The cases were selected from an observation study that focused on historical literacy in Finnish schools. While Michael Young’s ideas of powerful knowledge have gained considerable attention in recent years, the pedagogical aspects of powerful knowledge have been less explored than i…
The Nature of Literacy Instruction in Elementary School History Lessons
This paper examines literacy-related practices existing in elementary history classrooms and asks to what extent these practices are compatible with the ideals of historical literacy, i.e. disciplinary literacy specific to history. A total of 50 hours were spent observing nine Finnish classrooms. Data sources included numeric data, field notes and classroom artifacts. The results show that the most common text type used was the body text of a tex…
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…
GeoCapabilities Approach to Climate Change Education
Multiple perspectives on geographical thinking are lacking in the teaching of climate change in school geography.This study establishes an epistemic model through a co-construction design to support geography teachers' curriculum making with respect to climate change.We developed the preliminary model with four main geographical perspectives, including natural scientific, humanistic, social scientific, and posthuman perspectives, by drawing on st…
Complex outcomes of recontextualised history
This paper compares the history curricula in Sweden, England and Finland from the perspective of curricular aims and content. Three approaches to the recontextualisation of knowledge in the curricula were employed. First, a comparative analysis of the aims of the three curricula was carried out using a simple binary contrast between history for its own sake and history for other purposes. Second, the curricula were re-examined by drawing on the a…
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
Sociology (8 works) · Educator Training and Historical Pedagogy (7 works) · Mathematics education (7 works) · Pedagogy (7 works) · Psychology (7 works) · Educational Theory and Curriculum Studies (4 works) · Global Education and Multiculturalism (4 works) · Political science (4 works) · Social science (4 works) · Teacher education (4 works)