"Teacher Professional Culture: Key to the education system in Finland - Part I" by Federico Malpica
The role of the teacher is essential in any education system, yet not all countries offer the same level of recognition, autonomy, or training. Why do teachers in Finland enjoy high levels of prestige and autonomy, while in other countries they follow strict directives and are subject to tight control? In this article, we explore the factors that shape the perception and development of the teaching profession—and what lessons can be learned to improve education.
Selection and Initial Training: The Foundation of a Respected Profession
One of the most distinctive features of the Finnish teaching profession is its rigorous selection and training process. In Finland, becoming a teacher is both an honor and a challenge: only the most qualified candidates gain access to the profession. Finnish universities conduct a highly competitive admissions process to ensure that only those with the right vocation, skills, and preparation are admitted.
For example, at the University of Turku, more than 1,600 candidates applied for just 120 spots last year—a 7% acceptance rate. In addition to strong academic records, applicants must demonstrate three essential qualities:
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- Innate communication skills - assessed through their ability to express themselves clearly and effectively.
- Empathy - the capacity to understand students’ emotions and needs.
- A vocation for service - a genuine motivation to teach and contribute to society.
This rigorous process ensures that future teachers already possess key attributes, which are further developed through a minimum five-year training program. During this period, students acquire a high level of specialization and gain practical experience from the very first year. As a result, all Finnish teachers graduate with a master's degree, elevating the academic and professional standards of the profession.
In contrast, teacher training in many other countries is less demanding and less prestigious. While quality programs do exist, access to the profession is typically broader and more accessible, which means the most qualified or passionate candidates may not always be selected. Moreover, initial training often lacks sufficient practical experience. University education tends to emphasize theory, with limited internships that are sometimes too short or insufficiently supported.
In summary, a key strength of the Finnish model is that the strict selection process occurs before training begins—not at the end, when teachers are already in the classroom and it's too late to reverse course.
Conclusions
Finland’s teacher selection and training model ensures strong vocation and professional competence from the start, enhancing both prestige and educational quality. Applying similar standards in other educational systems could help prevent future issues by ensuring that only the most capable candidates enter the profession.
This would require developing more rigorous hiring processes, including practical assessments and interviews that focus on vocation, along with structured professional support during the early years of teaching. The result: better educational outcomes and greater recognition of the teaching profession.