Abstract:

In the current globalized world, international exchange programs play a crucial role in teacher training, particularly between the Global North and South. These programs align with Sustainable Development Goal 4, which seeks to increase the supply of qualified teachers globally. This research aims to identify commonalities and differences on student teacher professional agency (STPA) in connection with professional identity negotiation across Initial Teacher Education (ITE) programs in Brazil and Finland with the purpose to offer insights for designing international teacher training exchange programs to support student teachers in engaging with their future professional development. This investigation’s study cases gather information about how to contextualize STPA and teacher identity building in two contrasting education contexts.The study follows the research question: What are the differences and similarities in student teachers' perceptions of STPA and teacher identity negotiation across distinct, yet strategically selected, teacher education programs in Finland and Brazil? The study followed ethical guidelines, including the EU’s GDPR and Finnish National Board on Research Integrity standards, and received approval from the Brazilian National Research Ethics Commission. A questionnaire was administered to student teachers in ITE programs, one in Brazil and one Finland, to gather their STPA and teacher identity. In Brazil, data was collected from 283 student teachers (79% women) with age varying from 17 to 66 years. In the Finnish program, 360 student teachers (75.13% women) participated with age spreading from 18 to 51 years. The two instruments were Student Teacher Professional Agency (STPA) and Negotiating Professional Identity scale (NPI). The scales were found reliable. Kruskal-Wallis and Mann-Whitney non-parametric tests were used to compare mean variables across different student cohorts within the programs and between the programs in the two countries. The analysis indicated that student teachers in both Brazilian and Finnish ITE programs exhibit strong STPA, particularly in their disposition towards classroom reflection. This aligns with the goals of both ITE programs. On the other side, Brazilian students scored lowest on modeling experienced teachers, reflecting limited opportunities to learn from mentors. Conversely, Finnish students showed the lowest scores in the sense of competence. This may be due to an increased emphasis on research over practical skills in recent years. Both Brazilian and Finnish student teachers reported a positive alignment between their studies and their professional identity, showing an ability to synchronize their teaching values, interests, and career goals. Additionally, while in Finland, no significant differences among students' cohorts were found, in Brazil, significant differences were observed only in the Collaborative Environment and Transformative Practices subscale of STPA, with a decrease of scores in the second year followed by an steady increase in the following years. Comparatively, Brazilian students scored significantly higher than Finnish students on STPA, and NPI, which might reflect their intense personal investments on the teaching career despite its challenges. International teacher training programs can leverage these insights to design curricula that address both individual and contextual needs, integrating personal values and professional goals.

Keywords:

Comparative education, Teacher education, Professional Agency, Teacher Identity.