Master’s thesis as part of research-based teacher education in Finland

Case study of two programs

Abstract

This article aims to describe and discuss the master’s thesis** within Finnish research-based teacher education through two cases: the master’s thesis in primary school teacher education at Åbo Akademi University, and at the University of Helsinki. The description of the two cases shows that the master’s thesis and related processes are for the most part similar, although there are few national regulations and guidelines for master’s theses in Finland. In relation to Healey and Jenkins’ (2009) model of undergraduate research and inquiry, the Finnish master’s thesis can be characterised as research based. Students are active in the master’s thesis process, conducting their own research projects and developing their research skills. Similarly, the master’s thesis can be positioned as research-engaged in the conceptual model by Yildirim et al. (this issue). The primary focus is on empirical (academic) research rather than on developmental and practice-based (professional) research. While Finnish research-based teacher education has been recognised internationally, there are still critical voices. These voices encourage further reflection on the role of the master’s thesis in educational studies in teacher education, closer consideration of the theory-practice relationship, and greater emphasis on the metacognitive aspects that the master’s thesis process should offer.