Abstract

This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21^st century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach.

The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants.

The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers’ professional development tools, those will need further studies.

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