"Teacher Professional Culture: Key to the Education System in Finland - Part 2" by Federico Malpica
Just as we did in our first column, we continue exploring the figure of the teacher as a key element in any educational system, which is built from the conditions that are granted to these professionals so that they can exercise their teaching in the best possible environment. Why do teachers in Finland enjoy great prestige and autonomy while in other countries they face challenges of valuation and bureaucracy? Next, we will explore a second key factor that influences the perception and development of the teaching profession and what lessons can be gleaned to improve education.
Teacher Confidence and Autonomy: a Key Factor in Educational Quality
Another essential element that distinguishes Finland is the trust in its teachers. In this country, teachers are considered experts in pedagogy and have a great deal of autonomy in designing their classes and teaching strategies. They are not subjected to excessive bureaucratic control or constant evaluations.
An interesting fact is that Finland does not have a body of educational inspectors nor do they have a widespread teacher evaluation. Instead of external supervision, they rely on teacher professionalism and a culture of continuous improvement within each school. School principals often assert that the pedagogy experts are the teachers themselves, and for this reason, they are the ones who collectively propose to the management how to develop teaching in their centers.
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This autonomy allows each professional to adapt teaching to the needs of their students without being tied to rigid norms. If a teacher considers a specific methodology to be more effective, they can apply it without fear of sanctions or restrictive evaluations; they only have to justify it to their colleagues at the educational center. This quality model based on trust fosters innovation, professional motivation, and responsibility.
In other countries, on the other hand, the educational system is more bureaucratized and regulated, which limits the autonomy of the teacher. There are multiple regulations and administrative controls that do not always favor pedagogical innovation. Additionally, frequent educational reforms generate uncertainty and hinder the system's stability. This affects teachers' motivation, who often feel that they do not have enough freedom to exercise their profession optimally.
A clear example of this problem is the large amount of reports and documents that teachers must submit in these countries to justify their work. Instead of focusing on teaching and continuous improvement, they often have to dedicate a significant part of their time to meet bureaucratic requirements. A quality model based on control implies paying this price, but does it really improve what happens in the classrooms on an ongoing basis?
Conclusions
The Finnish educational model gives teachers the autonomy and confidence needed to innovate and adapt their methodologies according to classroom needs. This freedom encourages professional responsibility and continuous improvement, key elements in maintaining a high educational standard.
To apply this perspective in our educational institutions, it is fundamental to create spaces for collective decision-making. Teachers should actively participate in the practical adaptation of the institution's educational model, ensuring coherence and consistency in the classroom, through methodological agreements that they can co-create, implement, and evaluate among peers.