Jenni Kunnari, Jouni Pursiainen, Esa Läärä, Jarmo Rusanen & Hanni Muukkonen (2022) Fit between applicants’ prior knowledge and university selection criteria: study of Finnish teacher education student admission in 2013–2015, Journal of Education for Teaching, DOI: 10.1080/02607476.2022.2072714
Fit between applicants’ prior knowledge and university selection criteria : study of Finnish teacher education student admission in 2013–2015
|Author:||Kunnari, Jenni1; Pursiainen, Jouni2; Läärä, Esa3;|
1Faculty of Education, University of Oulu, Oulu, Finland
2Faculty of Technology, University of Oulu, Oulu, Finland
3Faculty of Science, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.6 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022062850251
|Publish Date:|| 2022-06-28
Fluent transitions to higher education are a common concern, especially in highly selective Finnish teacher education (TE). This study examined the fit between the matriculation examination (ME) results and the selection criteria applied in TE. We studied the accepted applicants in Finland in 2013–2015 (n = 5116), and both the accepted and rejected applicants at the University of Oulu in 2015 (n = 2170). Among the accepted applicants, the ME typically consisted of mother tongue, advanced syllabus English, basic syllabus mathematics, psychology, and health education. The various selection criteria did not directly differentiate the applicants with respect to the ME. The two strongest predictors in the ME for acceptance to TE were the choice of and performance in advanced syllabus mathematics and psychology. The results are discussed in light of selection criteria and TE.
Journal of education for teaching. International research and pedagogy
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by the Ministry of Education and Culture, Finland: Opiskelijavalintojen uudistaminen project [OKM/197/523/2016] and AnalyticsAI-Distance guidance project [OKM/183/523/2020].
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.