Abstract

This presentation reports on Chinese educators' perceptions of a Finnish education program'simpact on their professional development and their experiences of borrowing Finnishpedagogical approaches in Chinese schools. Three teachers and two principals whocompleted a Finnish special education program were interviewed. Using inductive contentanalysis and Holliday's Grammar of Culture, the study found that participants valued theprogram's influence on their pedagogical thinking and practice. They selectively adaptedFinnish approaches, considering national, social, and school contexts. Findings offer insightsfor improving Finnish education programs exported to China and promoting effectiveimplementation of Finnish pedagogies in Chinese schools.

Intended Learning Outcomes 

The research findings will provide insights that can inform enhancements to Finnish education programs tailored for Chinese educators. Moreover, the audience will gain insight into the process of completing an article-based doctoral dissertation in Finland.

Speaker

Suhao Peng is currently pursuing his Ph.D. in Education at the University of Eastern Finland (UEF). Previously, he studied to become a language teacher at Beihua University, China. Additionally, he holds an MSc in International and Comparative Education from Stockholm University. His research interests include international and comparative education, intercultural communication, interculturality, teacher education, and education export. Between 2022 and 2024, Suhao Peng worked as a project researcher at UEF, contributing to the Sino-Finnish Teacher Education and In-Service Teacher Training project group. He also serves as a peer-reviewer for several academic journals, for example, Innovations in Education and Teaching International.

Seminar Details

For enquiries, please contact Dr QIU, Ruoyi Serena at grife@eduhk.hk