Teacher Education and Development Study in Mathematics - IEA

82
TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT
Teacher education programs also allow professionals to enter the teaching field from
other occupations. This provision is especially evident for occupations with strong
mathematics and science backgrounds, given the growing shortage of teachers in
these areas. However, few teachers currently enter by this route. Overall, Finland has
put considerable effort into improving mathematics and natural science instruction
with the aim of promoting the country’s technology and science-based industries. The
Ministry of Education in Finland likewise has focused on expanding teacher education
programs in mathematics and natural sciences. It has also developed teacher education
provision in the areas of basic, special-needs, and language education in order to attract
outside professionals to the teaching arena.
When applying for jobs, graduates do not need a separate teacher certificate or teaching
practice beyond their university degree. The respective teacher education universities
and colleges are thus the institutions primarily responsible for teacher education
quality; they are evaluated by the Higher Education Evaluation Council. According to
a 2002 study, over 80% of full-time basic-education teachers, over 90% of full-time
upper-secondary teachers, and about 75% of vocational education teachers possessed
the standard teaching qualifications (Ministry of Education, 2003).
Once settled into their teaching career, teachers receive a minimum of three days of inservice
education every year. Local funding authorities often decide on the in-service
content. Teachers can also access continuing education opportunities, depending on
the locality in which they work and the composition of their surrounding teacher
community. Teachers engaged with upper-secondary vocational training receive
in-service education as well as time to work with local enterprises to improve their
knowledge and skills. A work-based learning period (a half-year minimum) is included
in all vocational upper-secondary programs. In recent years, students, teachers, and
workplaces have been encouraged to work more collaboratively, an emphasis that
enhances the teachers’ own professional capacities.
Teacher salaries
Teacher work conditions are negotiated by two organizations: the Trade Union of
Education (OAJ), to which approximately 95% of teachers belong; and the Association of
Finnish Local and Regional Authorities, which represents the local authorities employing
teachers. The national government very occasionally participates in negotiations and
thereby assists in determining minimum teacher salary levels, instructional hours,
and other work conditions. Policies generally espouse increasing teacher salaries on
a moderate and general basis; this practice applies to most teachers in the market.
However, a 2003/2004 joint agreement between the above parties resulted in a provision
whereby teachers who display strong professionalism and performance receive personal
cash bonuses. Local education providers also can and do adjust and improve salary and
conditions beyond the negotiated agreements.
Teachers’ basic salaries thus increase periodically, and that increase often depends on
seniority and the number of classes taught. According to statistics from the Commission
for Local Authority Employers (2009), the average total monthly income of basiceducation
and subject-matter teachers was respectively 2,340 and 2,700 in 2001. For
a full-time teacher in a comprehensive school in 2005, the average total monthly income
was 3,157. According to 2001 figures from the Confederation of Unions for Academic
Professionals in Finland (personal communication), the initial salaries of subject-matter
teachers hovered around 1,900, while subject-matter teachers with approximately 20