A key goal of initial teacher education in all countries is to educate quality teachers through a quality postsecondary programme and then support them in their careers through professional learning. However, there are different definitions and interpretations of a quality teacher or a quality teacher education programme. Several terms are used to describe a quality teacher, such as professional, effective, competent, expert, or ideal (Stronge & Hindman, 2003; Goel, Bell, & Little, 2008). Furthermore, the definition of a quality teacher changes continuously and follows the current trends of society and working life. Consequently, national-level teacher education strategies and teacher education programmes are continuously improved. In the Nordic region, all countries have been developing initial teacher education at the national and institutional levels over the last five years. In this editorial, I will briefly analyse the aims of new Finnish, Norwegian, and Swedish national-level teacher education strategies. Then I will briefly discuss how we can improve science teacher education according to the new strategies. The Finnish Teacher Education Development Program 2017 was designed by 70 experts from universities and applied universities, the Ministry of Education and Culture, and representatives from the Association of Finnish Local and Regional Authorities, the Teacher Union, the Student Union, and the Principal Association (MEC, 2016). While designing the program, research outcomes related to teacher education were analysed and a national brainstorming exercise related to the renewal of teacher education was organised. Several local and nationwide meetings were also organised. According to the development programme, a professional teacher should first have a broad and solid knowledge base that comprises knowledge of pedagogy and a particular subject. This knowledge base include communication skills and skills needed in producing and consuming research-based knowledge. Knowledge base is needed, for example, in planning, implementation and in evaluation of students’ learning outcomes and in supporting the students to learn generic competencies. Second, a teacher should be able to generate novel ideas, educational innovations and design the local curriculum. The teacher should also be able to plan inclusive education initiatives and design and adopt pedagogical innovations. Moreover, the teacher should interact with local municipal stakeholders. Third, a teacher should have the competencies required to develop their own and their school’s expertise, especially regarding networks and partnerships with students, parents, and other stakeholders. Compared to previous national programmes or strategies, the new Finnish national-level strategy emphasises the competencies needed to generate novel ideas and educational innovations and, moreover, position the school as a learning community. The framework for the Norwegian 2016 teacher education strategy aims to raise Norwegian teacher credentials to the master’s level and augment what is expected of teachers. In addition to traditional pedagogical competencies, the strategy calls for teachers to ‘take responsibility for developing and leading inclusive, creative, safe, and healthy learning environments’ in the classroom. It also expects teachers to have the competencies needed to contribute to the professional community of teachers and to ‘contribute to both colleagues and the school’s professional and organizational development’ (Norwegian Directorate for Education and Training, 2017). Compared to previous na-

中文翻译：

---

将当前北欧教师教育战略中的想法应用于初始科学教师教育

在所有国家，初级教师教育的一个关键目标是通过高质量的高等教育计划培养出高质量的教师，然后通过专业学习支持他们的职业生涯。然而，对优质教师或优质教师教育计划有不同的定义和解释。有几个术语用于描述优质教师，例如专业、有效、称职、专家或理想 (Stronge & Hindman, 2003; Goel, Bell, & Little, 2008)。此外，优质教师的定义不断变化，并遵循当前社会和工作生活的趋势。因此，国家级教师教育战略和教师教育计划不断改进。在北欧地区，过去五年来，所有国家都在国家和机构层面开展初级师范教育。在这篇社论中，我将简要分析新的芬兰、挪威和瑞典国家级教师教育战略的目标。然后我将简要讨论我们如何根据新策略改进科学教师教育。2017年芬兰教师教育发展计划由来自大学和应用型大学、教育和文化部的70名专家以及芬兰地方和地区当局协会、教师工会、学生会和校长协会的代表共同设计（ MEC，2016 年）。在设计程序时，对与师范教育有关的研究成果进行了分析，并组织了与师范教育更新有关的全国集思广益活动。还组织了几次地方和全国性会议。根据发展计划，专业教师首先应具备广泛而扎实的知识基础，包括教育学知识和特定学科知识。该知识库包括沟通技巧和生产和消费研究知识所需的技能。例如，在规划、实施和评估学生学习成果以及支持学生学习通用能力方面需要知识库。其次，教师应该能够产生新颖的想法、教育创新和设计本地课程。教师还应该能够规划全纳教育举措并设计和采用教学创新。此外，教师应与当地市政利益相关者互动。第三，教师应该具备发展自己和学校专业知识所需的能力，尤其是在与学生、家长和其他利益相关者的网络和伙伴关系方面。与以前的国家计划或战略相比，新的芬兰国家级战略强调产生新思想和教育创新所需的能力，而且将学校定位为学习社区。挪威 2016 年教师教育战略框架旨在将挪威教师资格证书提高到硕士水平，并增加对教师的期望。除了传统的教学能力，该战略要求教师在课堂上“负责发展和领导包容、创造性、安全和健康的学习环境”。它还希望教师具备为教师专业社区做出贡献并“为同事和学校的专业和组织发展做出贡献”所需的能力（挪威教育和培训理事会，2017 年）。与之前的na- 它还希望教师具备为教师专业社区做出贡献并“为同事和学校的专业和组织发展做出贡献”所需的能力（挪威教育和培训理事会，2017 年）。与之前的na- 它还希望教师具备为教师专业社区做出贡献并“为同事和学校的专业和组织发展做出贡献”所需的能力（挪威教育和培训理事会，2017 年）。与之前的na-