Abstract:

The class teacher's education in Finland is popular; the applicant numbers every year in the common entrance examination of the teacher training of Finland's universities have been approximately 5000–6500 applicants. In year 2010 there were 6586 applicants (the amount of applications in VAKAVA -process) which mean there were multiple applicants toward one study place.

Finnish teacher education model has been recognised in many connections as an objective in which direction other countries also will proceed. There is a huge interest towards it all around the world, both educationally far in advanced countries and also in developing countries. The significant problem in many countries is the fact that the teacher's profession persuades neither young people nor particularly gifted students unlike in Finland (Teacher training 2020, 2007, 11).

According to Almiala (2008) the reforms, the increasingly challenging pupil material and the social relations expand the teacher's working pressures. The teachers have become sensitive to the exchange of the groove as their consequence. According to the report of Statistics Finland, 20% of Finnish teachers who had graduated in years 2001-2003, left their jobs during the years already at its first stage. In big towns this problem is still bigger. In the metropolitan area every third teacher left his/her groove after a few years after the completing. Almiala (2008) points out some of the most common reasons for a groove exchange which are heterogeneous pupil material, the demanding parents and bad employment. We will add here the big group size which has been intervened during the last year by the Ministry of Education.

In this article we will examine experiences of the students of the class teachers' adult education about the teacher's work in the time period of the first two working months. The study task is to describe those problems which novice teachers face at the beginning of the career, during the first working months.

The examination is based on the final practicum in primary school teacher education programme. During this time, preservice teachers will work in their own classes as a responsible class teacher and as a legally competent member of the working community. This practical training period is a part of the advanced studies which are possible to perform supported in the teacher's authentic work in the municipal comprehensive schools.

The target group of the study is two different study groups from years 2005 and 2007. From the group 2005 there are fifteen students along and from the group 2007 twenty-one students. All the data consists of written materials produced by the students and is collected in the network environment. In this study we utilise four different materials as follows:

-Description of the learning environment
-Description of an interesting pupil
-Practicum synthesis
-Practicum evaluation form

Keywords:

Teacher education, blended learning, practicum.