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By highlighting distinctive features of the Finnish case, it compares local teacher evaluation practices with the increasingly used value-added model (VAM) worldwide. Findings show the Finnish model emphasizes teacher empowerment and bottom-up professional development, unlike accountability approaches relying on rigid data collection and standardized test scores. The work also identifies ongoing needs analyses as central elements for professional development and teacher assessment in Finland.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-vol-44-issue-4-article-3-understanding-teacher-evaluation-in-finland-a-professional-development-framework/593852/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-vol-44-issue-4-article-3-understanding-teacher-evaluation-in-finland-a-professional-development-framework/593852.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about Finland’s teacher evaluation model?","Question",{"text":112,"@type":113},"It investigates the characteristics of the teacher evaluation model in Finland and identifies how professional development is embedded in the evaluation process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the Finnish approach differ from the value-added model (VAM)?",{"text":117,"@type":113},"The Finnish model prioritizes teacher empowerment and bottom-up professional development, while VAM emphasizes rigid data collection and standardized test scores to measure accountability.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do professional development needs analyses play in teacher evaluation in Finland?",{"text":121,"@type":113},"Ongoing needs analyses for professional development form a key basis for assessing teachers in Finland.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593852,1792192704,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 4 | Article 3 |\n| --- | --- |\n| 2019\u003Cbr>Understanding Teacher Evaluation in Finland: A Professional Development Framework\u003Cbr>Hakan TARHAN\u003Cbr>Middle East Technical University, [htarhan@etu.edu.tr](htarhan@etu.edu.tr)\u003Cbr>A. Cendel KARAMAN\u003Cbr>Middle East Technical University, [cendel@metu.edu.tr](cendel@metu.edu.tr)\u003Cbr>Lauri KEMPPINEN\u003Cbr>University of Turku, [laukem@utu.fi](laukem@utu.fi)\u003Cbr>Juli-Anna AERILA\u003Cbr>University of Turku, [julaer@utu.fi](julaer@utu.fi) |  |\n\nRecommended Citation  \nTARHAN, H., KARAMAN, A., KEMPPINEN, L., & AERILA, J. (2019). Understanding Teacher Evaluation in Finland: A Professional Development Framework. Australian Journal of Teacher Education, 44 (4).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss4/3](https://ro.ecu.edu.au/ajte/vol44/iss4/3)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss4/3](https://ro.ecu.edu.au/ajte/vol44/iss4/3)  \nAustralian Journal of Teacher Education  \nUnderstanding Teacher Evaluation in Finland: A Professional Development Framework  \nHakan Tarhan  \nCendel Karaman  \nMiddle East Technical University, Turkey  \nLauri Kemppinen  \nJuli-Anna Aerila  \nUniversity Of Turku, Finland  \nAbstract: This study explores the characteristics of the teacher  \nevaluation model in Finland. Highlighting the unique qualities of the  \nFinnish case, we also compare these teacher evaluation practices  \nwith the increasingly applied value-added model (VAM) for teacher  \nevaluation across the globe. Our analysis revealed that the Finnish  \nModel prioritises teacher empowerment and professional  \ndevelopment by carrying out bottom-up evaluation practices. With a clear focus on teacher empowerment and professional development,  \nthis framework substantially differs from accountability measures  \nsuch as VAM, which emphasize rigid data collection procedures and the use of standardized test scores to hold teachers accountable based  \non their students’ academic performance. This study also revealed  \nthat professional development endeavours of teachers are highlighted  \nas the key elements in Finnish teacher evaluation. Ongoing needs  \nanalyses for professional development also form the basis for  \nassessing teachers in Finland.  \nKeywords: Teacher evaluation, Finland, value-added modelling, teacher accountability  \nIntroduction  \nMaintaining its status as one of the high achievers on Programme for International Student Assessment (PISA), Finland has become a country of focus for researchers. Several scholars argued that Finland’s success was based on the unique characteristics that the national education system had (e.g. Kaiser, 2005; Malaty, 2007; Niemi, 2012; Sahlberg, 2010, 2011a, 2011c) . In Finland, education is the basic right for all citizens, and the main aim of the educational policy is to ensure equal educational opportunities free of charge. Furthermore, Finnish society has a very positive attitude towards education and considers high-quality education as one of the main assets in international competition (Jakku-Sihvonen & Niemi, 2006) . This policy has proved to be successful since Finland has been considered as one of the best in the world (Darling-Hammond, 2010b; Kupiainen, Hautamäki, & Karjalainen, 2009; Rinne, 2000; Sahlberg, 2007; Simola, 2005; Soininen, Merisuo-Storm, & Korhonen, 2014; Takayama, 2013) . The PISA 2015 report showed that Finland maintained its status as a high achieving country in education despite a drop compared to the results in 2006 and 2003 (Organization for Economic Co-operation and Development, 2018) .  \nVol 44, 4, April 2019 33  \nAustralian Journal of Teacher Education  \nThere are many reasons with which the success levels of Finnish students can be associated, but Malaty (2007), Niemi (2012), Sahlberg (2010), and Välijärvi et al. (2007) stated that one principal reason for the success of Finland’s educational system is the quality of pre-service and in","cbCaim9Wyt4qk4Jt","https://ap.wps.com/l/cbCaim9Wyt4qk4Jt","pdf",296241,"English","# Introduction\n# Teacher Evaluation","[{\"question\":\"What does the study examine about Finland’s teacher evaluation model?\",\"answer\":\"It investigates the characteristics of the teacher evaluation model in Finland and identifies how professional development is embedded in the evaluation process.\"},{\"question\":\"How does the Finnish approach differ from the value-added model (VAM)?\",\"answer\":\"The Finnish model prioritizes teacher empowerment and bottom-up professional development, while VAM emphasizes rigid data collection and standardized test scores to measure accountability.\"},{\"question\":\"What role do professional development needs analyses play in teacher evaluation in Finland?\",\"answer\":\"Ongoing needs analyses for professional development form a key basis for assessing teachers in Finland.\"}]","Australian Journal of Teacher Education - Vol 44 - Issue 4 - Article 3 - Understanding Teacher Evaluation in Finland: A Professional Development Framework | PDF",1792078040,48]