Tampereen matemaattisten aineiden aineenopettajakoulutus

  • Sirkka- Liisa Eriksson Matematiikan laitos, Tampereen teknillinen yliopisto • sirkka-liisa.eriksson@tut.fi
  • Pentti Haukkanen Informaatiotieteiden yksikkö/matematiikan ja tilastotieteen tutkinto-ohjelma, Tampereen yliopisto
  • Terttu I. Hukka Kemian ja Biotekniikan laitos, Tampereen teknillinen yliopisto
  • Helge Lemmetyinen Kemian ja Biotekniikan laitos, Tampereen teknillinen yliopisto

Abstract

We present how the education of subject teachers is organized in mathematics, science and computer science in Tampere. It is based on the idea that both engineering students and students from mathematics and science may choose to become a subject teacher. Students are accepted either to the master’s degree program in Science and Engineering of Tampere University of Technology or the master’s program of Mathematics and Statistics of University of Tampere. Students from different universities are giving opportunities to learn from each other. They study physics and chemistry in Tampere University of Technology and do pedagogical studies in University of Tampere. Both universities have also developed special motivating courses based on the didactical research to their students. In mathematics, there is a joined course for the second or third year students motivating towards teaching carrier. In both universities there are possibilities to do the master or bachelor thesis in didactics of mathematics or science. Both universities have an important role in education of subject teachers in Finland. Tampere University of Technology is providing opportunities during studies to cooperate between schools and industry. It gives ideas how science and mathematics are applied in the modern society. University of Tampere also trains primary school teachers with specialization in mathematics.

Published
2015-10-30
How to Cite
Liisa Eriksson, S.-, Haukkanen, P., I. Hukka, T., & Lemmetyinen, H. (2015). Tampereen matemaattisten aineiden aineenopettajakoulutus. LUMAT: International Journal on Math, Science and Technology Education, 3(6), 800-807. https://doi.org/10.31129/lumat.v3i6.999
Section
Articles