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Teaching practicum research in Finland: a scoping review.

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Title: Teaching practicum research in Finland: a scoping review.
Authors: Mankki, Ville, Koski, Jenni, Stenberg, Katariina, Poikkeus, Anna-Maija
Source: Educational Review. Jul2026, Vol. 78 Issue 5, p779-798. 20p.
Subjects: Practicums, Active learning, Career development, Methodology
Geographic Terms: Finland
Abstract: This scoping review provides a comprehensive overview of the empirical research on teaching practicums in Finland. It aims to address challenges in synthesising research noted in previous international reviews by focusing on a specific educational context. A comprehensive search strategy, including database searches, manual searches and citation hand-searches, identified 74 relevant studies. The aims and outcomes of the reviewed studies clustered into four themes: (1) learning objectives in practicum curricula, (2) student teachers' competencies and professional development, (3) roles and dynamics in supervision, and (4) bridging the theory–practice gap. The review identified a need for practicum research to more fully adopt interprofessional perspectives and to explore ways of fostering a shared understanding among practicum supervisors. Methodologically, the studies were predominantly cross-sectional and relied heavily on qualitative methods, suggesting a relative lack of methodological diversity, which may serve to limit conclusions in this research field about the effectiveness of practicums. Additionally, comparative perspectives – both international and domestic – were largely absent, and insights from certain key stakeholders were underrepresented or entirely overlooked. Addressing these gaps would enhance future research on teaching practicums, fostering a more comprehensive understanding of their role in teacher education, both within a specific national context and internationally. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Methodology%22">Methodology</searchLink>
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  Data: This scoping review provides a comprehensive overview of the empirical research on teaching practicums in Finland. It aims to address challenges in synthesising research noted in previous international reviews by focusing on a specific educational context. A comprehensive search strategy, including database searches, manual searches and citation hand-searches, identified 74 relevant studies. The aims and outcomes of the reviewed studies clustered into four themes: (1) learning objectives in practicum curricula, (2) student teachers' competencies and professional development, (3) roles and dynamics in supervision, and (4) bridging the theory–practice gap. The review identified a need for practicum research to more fully adopt interprofessional perspectives and to explore ways of fostering a shared understanding among practicum supervisors. Methodologically, the studies were predominantly cross-sectional and relied heavily on qualitative methods, suggesting a relative lack of methodological diversity, which may serve to limit conclusions in this research field about the effectiveness of practicums. Additionally, comparative perspectives – both international and domestic – were largely absent, and insights from certain key stakeholders were underrepresented or entirely overlooked. Addressing these gaps would enhance future research on teaching practicums, fostering a more comprehensive understanding of their role in teacher education, both within a specific national context and internationally. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131911.2025.2506794
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      – Code: eng
        Text: English
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              Text: Jul2026
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