Inkeri Rissanen

Finnish Teachers’ Ethical Sensitivity

The study examined the ethical sensitivity of Finnish teachers (𝑁=864) using a 28-item Ethical Sensitivity Scale Questionnaire (ESSQ). The psychometric qualities of this instrument were analyzed, as were the differences in self-reported ethical sensitivity between practicing and student teachers and teachers of different subjects. The results showed that the psychometric qualities of the ESSQ were satisfactory and enabled the use of an explorative factor analysis. All Finnish teachers rated their level of ethical sensitivity as high, which indicates that they had internalized the ethical professionalism of teaching. However, practicing teachers’ assessments were higher than student teachers’. Moreover, science as a subject was associated with lower self-ratings of ethical sensitivity.

Teachers’ Implicit Meaning Systems and Their Implications for Pedagogical Thinking and Practice: A Case Study from Finland

ABSTRACT This qualitative case study examines teachers’ implicit meaning systems built around their core beliefs on the malleability of human qualities. Previous research has demonstrated the influence of students’ implicit theories on motivation and achievement and has presented successful interventions for students. However, research on teachers’ implicit theories and, in particular, their actualization in natural environments is lacking. The data for this study include observations and stimulated recall interviews with two Finnish teachers whose opposing implicit theories were first indicated in 2000 by Carol Dweck . The results depict how these teachers’ implicit meaning systems influence their ways of interpreting students’ behavior, learning, and achievements, which in turn guide teachers’ pedagogical thinking as well as their practices for motivating the students. However, these Finnish teachers’ implicit theories also appear to be intertwined with culture-bound assumptions, and the classroom implementation of these theories was observed to vary situationally.

A comparative study of how social cohesion is taught in Islamic religious education in Finland and Ireland

Abstract Based on classroom observations and semi-structured interviews with teachers, parents and students, this comparative study looks at how social cohesion is promoted in Islamic Religious Education (IRE) lessons in Muslim schools in Ireland and non-faith schools in Finland. The study analyses teaching in the following areas: intra-religious cohesion; inter-religious cohesion and commitment to society. The findings reveal that despite differences in the governance of IRE as a subject taught in both types of schools, the IRE classroom emerges as a space, whereby teachers use power as agents for internal governance of religion. The authors conclude with some implications and offer some considerations for future research and practice.

How Finnish Muslim Students Perceive and Deal with Religious and Cultural Difference: Negotiating Religious Tradition with Modern Liberal and Postmodern Ideals

This paper presents the results of a qualitative case study examining Muslim students’ ways of perceiving and dealing with difference. The study is motivated by the need, expressed in previous literature, to achieve more elaborate comprehension of the relation between tolerance and religiosity. Deeper understanding of these dynamics is pursued by concentrating on one specific group and context—Muslim youngsters in Finland. The students’ negotiations between different cultural and ideological sources of understanding difference and tolerance will be elaborated and discussed. These negotiations reflect the special challenges encountered when dealing with religious difference.

What kind of tensions are involved in the pedagogical use of religious narratives? Perspectives from Finnish Evangelic Lutheran and Islamic religious education

Abstract In this article, we examine how narratives of religious traditions are used as resources in religious education (RE) and compare practices from Evangelic Lutheran religious education (LRE) and Islamic religious education (IRE) in Finnish public schools. The sacredness of narratives from holy books entails that there can be contestations over their pedagogical use, and teachers need to negotiate the possible tensions between the pedagogical aims of liberal RE and the integrity of the holy narratives. The research data consists of interviews with teachers of LRE (n = 4) and IRE (n = 5) as well as classroom observations. The results of qualitative content analysis show that teachers use narratives as pedagogical resources when teaching about and from religion. However, tensions occurred between the ideals of student-centred, experiential and creative learning, on one hand, and respecting the sacredness of the narratives, on the other. We also present teachers’ ways of negotiating the tensions as well as some differences between LRE and IRE in the pedagogical use of narratives.

Negotiations on Inclusive Citizenship in a Post-secular School: Perspectives of “Cultural Broker” Muslim Parents and Teachers in Finland and Sweden

ABSTRACT This study examines negotiations on Muslims’ inclusive citizenship in Finnish and Swedish comprehensive schools. The data include interviews with Muslim parents and Muslim teachers (n = 8 in both countries), who serve as cultural brokers in public schools and mediate negotiations on the terms of inclusion. The study utilizes the notion of post-secularity and pays particular attention to how intersections of religion and citizenship emerge in the everyday life of the schools. The results reveal how the culture-bound interpretations of religious freedom engender solidarity gaps between the advocates of secular normativity and those who oppose to this discourse. The impact of country-specific factors (Islamic religious education in Finnish schools, the existence of Islamic schools in Sweden) on Muslims’ experiences of inclusive citizenship are discussed.

The implications of teachers’ implicit theories for moral education: A case study from Finland

Abstract Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers’ practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers’ implicit beliefs are communicated to students and influence teacher’s interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.