Analysis of the admissions tests for teacher training in Spain and Finland: knowledge or competences

  • Laura Pérez Granados Departamento de Didáctica y Organización Escolar. Facultad de Ciencias de la Educación. Universidad de Málaga. Campus Teatinos s/n, 29071. Málaga. España.
DOI: https://doi.org/10.5209/rev_RCED.2015.v26.n3.44448
Keywords: university admission examination, teacher selection, teacher qualifications, assessment

Abstract

One of the most decisive factors in the quality of education and academic performance of students is quality, preparation and dedication of the teachers. The exquisite system of selecting candidates for teacher training programs is one of the fundamentals of success of the Finnish Education System. The responsibility of choosing the best students to convert them into teachers is a challenge that involves a significant reform of university admission. Achieving this goal involves the choice of strategies and educational tools in accordance to the complexity of the demands presented by the teaching profession in the digital age. This study describes, analyzes and compares the admission tests in the University of Spain (PAU) and Finland (VAKAVA), for those who wish to become professional educators, in order to understand the possible influence of these tests to select the most suitable candidates to develop into future teaching professionals. The results showed that in Spain, the entrance test to universities is developed in a general way for all the students that aspire to any field of knowledge, while in Finland, the test is specific and particular for students aspiring to the field of education. The results of this study can guide and encourage the necessary changes that have to be done in the admission tests to Spanish university in general and to teacher education faculties in particular.

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Author Biography

Laura Pérez Granados, Departamento de Didáctica y Organización Escolar. Facultad de Ciencias de la Educación. Universidad de Málaga. Campus Teatinos s/n, 29071. Málaga. España.
Es Licenciada en Pedagogía y Máster en Políticas y Prácticas de Innovación Educativa por la Universidad de Málaga. Desarrolla su tesis doctoral dentro del programa de ayudas del Ministerio de Educación para la Formación del Profesorado Universitario. Miembro del grupo de investigación Hum-311 Innovación y Evaluación Educativa Andaluza, dirigido por D. Ángel I. Pérez Gómez. Ha sido investigadora visitante en el Education and Social Research Institute (ESRI) en Manchester, Reino Unido.
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Published
2015-05-05
How to Cite
Pérez Granados L. (2015). Analysis of the admissions tests for teacher training in Spain and Finland: knowledge or competences. Revista Complutense de Educación, 26(3), 591-609. https://doi.org/10.5209/rev_RCED.2015.v26.n3.44448
Issue
Vol. 26 No. 3 (2015)
Section
Articles

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