The Teaching Profession Amid Changes in the Educational Ecosystems

Peer reviewe

The Role of Teachers in the Finnish Educational System : High Professional Autonomy and Responsibility

Peer reviewe

Hendiadys in naturally occurring interactions : A cross-linguistic study of double verb constructions

Double verb constructions known as hendiadys have been studied primarily in literary texts and corpora of written language. Much less is known about their properties and usage in spoken language, where expressions such as 'come and see', 'go and tell', 'sit and talk' are particularly common, and where we can find an even richer diversity of other constructions. In this study, we investigate hendiadys in corpora of naturally occurring social interactions in four languages, Danish, English (US and UK), Finnish and Italian, with the objective of exploring whether hendiadys is used systematically in recurrent interactional and sequential circumstances, from which it is possible to identify the pragmatic function(s) that hendiadys may serve. Examining hendiadys in conversation also offers us a special window into its grammatical properties, for example when a speaker self-corrects from a non-hendiadic to a hendiadic expression, exposing the boundary between related grammatical forms and demonstrating the distinctiveness of hendiadys in context. More broadly, we demonstrate that hendiadys is systematically associated with talk about complainable matters, in environments characterised by a conflict, dissonance, or friction that is ongoing in the interaction or that is being reported by one participant to another. We also find that the utterance in which hendiadys is used is typically in a subsequent and possibly terminal position in the sequence, summarising or concluding it. Another key finding is that the complainable or conflictual element in these interactions is expressed primarily by the first conjunct of the hendiadic construction. Whilst the first conjunct is semantically subsidiary to the second, it is pragmatically the most important one. This analysis leads us to revisit a long-established asymmetry between the verbal components of hendiadys, and to bring to light the synergy of grammar and pragmatics in language usage.Peer reviewe

Fluid trapping during capillary displacement in fractures

International audienceThe spatial distribution of fluid phases and the geometry of fluid-fluid interfaces resulting from immiscible displacement in fractures cast decisive influence on a range of macroscopic flow parameters. Most importantly, these are the relative permeabilities of the fluids as well as the macroscopic irreducible saturations. They also influence parameters for component (solute) transport, as it usually occurs through one of the fluid phase only. Here, we present a numerical investigation on the critical role of aperture variation and spatial correlation on fluid trapping and the morphology of fluid phase distributions in a geological fracture. We consider drainage in the capillary dominated regime. The correlation scale, that is, the scale over which the two facing fracture walls are matched, varies among the investigated geometries between L/256 and L (self-affine fields), L being the domain/fracture length. The aperture variability is quantified by the coefficient of variation (δ), ranging among the various geometries from 0.05 to 0.25. We use an invasion percolation based model which has been shown to properly reproduce displacement patterns observed in previous experiments. We present a quantitative analysis of the size distribution of trapped fluid clusters. We show that when the in-plane curvature is considered, the amount of trapped fluid mass first increases with increasing correlation scale Lc and then decreases as Lc further increases from some intermediate scale towards the domain length scale L. The in-plane curvature contributes to smoothening the invasion front and to dampening the entrapment of fluid clusters of a certain size range that depends on the combination of random aperture standard deviation and spatial correlation

L’accompagnement professionnel des enseignants débutants en Finlande : enjeux et besoins

Cet article présente le contexte professionnel et la situation des enseignants débutants en Finlande, expose les enjeux et les besoins d’un accompagnement professionnel de leurs premières années de carrière, et détermine, pour chacun de ces aspects, les points forts du système éducatif finlandais et ceux qui peuvent encore être améliorés. Les enseignants qui débutent se voient confier de grandes responsabilités professionnelles mais bénéficient d’un accompagnement relativement limité. En raison de la charge de travail importante qu’exige ce métier, il convient d’être particulièrement attentif aux questionnements et besoins des enseignants en début de carrière. Un accompagnement professionnel adapté et ciblé leur donne accès à des ressources leur permettant de mettre leur métier en perspective, de renforcer leur confiance en eux et de poser les bases d’une carrière pérenne.Newly qualified teachers have been in the focus of research and educational policy-making relatively intensively due to the important first years in the profession and the identified challenges related to these years. The reputation of Finnish educational system and success of Finnish pupils in PISA measurements as well as appreciation of teacher education and profession in Finland have raised the international interest towards the situation of teachers in Finland. This article elaborates especially the professional context and situation of newly qualified teachers in Finland, presents their needs and ways of professional support in their early career years as well as elaborates the strengths and areas of development related to these aspects. Newly qualified teachers have the full professional responsibility in their work when they enter to the profession and relatively little formal support provided for the work. Due to the demanding and important work of teachers, the professional concerns and needs of early career teachers should be considered carefully. Adequate and appropriate professional support for newly qualified teachers provides them with relevant contextual resources, strengthens their self-confidence as well as paves their way for continuing and staying in the teacher profession.Este artículo presenta el contexto profesional y la situación de los docentes principiantes en Finlandia, expone los retos y las necesidades de un acompañamiento profesional de sus primeros años de carrera y determina, para cada uno de estos aspectos, los puntos fuertes del sistema educativo finlandés y los que pueden ser aún mejorados. A los docentes que inician su carrera se les confia unas grandes responsabilidades profesionales pero benefician de un acompañamiento relativamente limitado. Por la carga de trabajo importante que exige este oficio, conviene estar particularmente atento a los cuestionamientos y a las necesidades de los docentes principiantes. Un acompañamiento profesional adaptado y específico les da acceso a unos recursos que les permiten poner su oficio en perspectiva, reforzar la confianza que pueden tener en sí mismos y asentar las bases de una carrera perene

La confiance, pierre angulaire du système éducatif en Finlande

Cet article se penche sur la façon dont la confiance, dans sa philosophie et sa culture, se manifeste au sein du système éducatif finlandais, en s’appuyant sur certains exemples relatifs aux processus et aux systèmes à l’échelle nationale, ainsi qu’aux fonctions à l’échelle locale. Le processus de conception du curriculum de base national, dans ses diverses déclinaisons locales, s’effectue de manière très collaborative, grâce à une forte implication des acteurs et à une confiance mutuelle. De nombreuses procédures qui revêtent un caractère important, comme l’évaluation des élèves, illustrent également cette culture de la confiance. Dans le système finlandais, il n’est pas nécessaire de mettre en place des mécanismes de contrôle et, de ce fait, la Finlande est dépourvue de tout système d’inspection ou d’évaluation à fort enjeu. Tout cela exige des enseignants professionnels et hautement qualifiés ainsi qu’un excellent programme de formation des enseignants. L’article aborde également le rôle important que joue la confiance sur le plan de la qualité de l’enseignement supérieur et de la formation des enseignants. Enfin, il examine certains défis qui se poseront à l’avenir.This article looks at the way in which trust, in its philosophy and culture, manifests itself within the Finnish education system, drawing on examples concerning national-level processes and systems as well as local-level functions. The process of designing the basic national curriculum in its diverse local variants is a very collaborative one, thanks to the close involvement of actors and mutual trust. Many important procedures, like the assessment of pupils, also illustrate this culture of trust. In the Finish system, it is not necessary to establish monitoring mechanisms and, as such, Finland has no high-stakes inspection or assessment system. This requires professional and highly qualified teachers as well as an excellent teacher training programme. The article also covers the important role that trust plays with regard to the quality of higher education and teacher training. Lastly, it examines certain challenges that will arise in the future.Este artículo estudia la manera con la que la confianza, en su filosofía y en su cultura, se manifiesta en el sistema educativo finlandés, apoyándose en algunos ejemplos relativos a los procesos y a los sistemas al nivel nacional, así como a las funciones al nivel local. El proceso de concepción del currículo de base nacional, en sus distintas declinaciones locales, se efectúa de manera muy colaborativa, gracias a una fuerte implicación de los actores y a una confianza mutua. Numerosos procedimientos que cobran un carácter importante, como la evaluación de los alumnos, ilustran también esta cultura de la confianza. En el sistema finlandés, no es necesario instaurar unos mecanismos de control y, de hecho, Finlandia queda desproveída de todo sistema de inspección o de evaluación de gran calado. Todo esto requiere unos docentes profesionales y altamente calificados así como un excelente programa de formación de los profesores. El artículo trata también del papel importante que desempeña la confianza en materia de calidad de la enseñanza superior y de la formación de los docentes. Examina al final ciertos retos que se plantearán en el futuro

Mitochondrial DNA and Y-chromosomal diversity in ancient populations of domestic sheep (Ovis aries) in Finland : comparison with contemporary sheep breeds

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UJIAN NASIONAL MENGKEBIRI KEDAULATAN GURU

Stardisasi telah menjadi pilihan Kebijakan pendidikan di Indonesia, sebagai memenuhi dari pentingnya lokal, nasional dan global. ISO 9000 adalah sebagai standardisasi internasional kualitas pendidikan yang telah dikompromikan oleh banyak negara di dunia telah memberikan pelayanan terbaik dan memberikan harapan konsumen pendidikan. Standarisasi kelulusan siswa di Indonesia adalah Ujian Nasional, oleh karena pelaksanaan ini telah kehilangan nilai kejujuran, kebaikan dan karakter pendidikan kita . Karena alasan pengguna standardisasi Ujian Nasional tidak sebagai salah satu di semua ukuran fundamental sukses nasional pendidikan di Indonesia. Ujian Nasional telah kehilangan kedaulatan guru karena tidak memberikan autoritas sama sekali untuk guru untuk memberikan nilai kepada siswa mereka. Pemerintah perlu mengambil kebijakan lain untuk mengubah Ujian Nasional yang satu dapat menciptakan kreativitas siswa dan guru untuk tidak membunuh demokrasi kitaStardisasi telah menjadi pilihan Kebijakan pendidikan di Indonesia, sebagai memenuhi dari pentingnya lokal, nasional dan global. ISO 9000 adalah sebagai standardisasi internasional kualitas pendidikan yang telah dikompromikan oleh banyak negara di dunia telah memberikan pelayanan terbaik dan memberikan harapan konsumen pendidikan. Standarisasi kelulusan siswa di Indonesia adalah Ujian Nasional, oleh karena pelaksanaan ini telah kehilangan nilai kejujuran, kebaikan dan karakter pendidikan kita . Karena alasan pengguna standardisasi Ujian Nasional tidak sebagai salah satu di semua ukuran fundamental sukses nasional pendidikan di Indonesia. Ujian Nasional telah kehilangan kedaulatan guru karena tidak memberikan autoritas sama sekali untuk guru untuk memberikan nilai kepada siswa mereka. Pemerintah perlu mengambil kebijakan lain untuk mengubah Ujian Nasional yang satu dapat menciptakan kreativitas siswa dan guru untuk tidak membunuh demokrasi kit