The doctoral dissertation in the field of Education will be examined at the Philosophical Faculty.
What is the topic of your doctoral research? Why is it important to study the topic?
My doctoral research examines Finnish education export programmes designed for Chinese in-service teachers. It explores how Chinese teachers and Finnish teacher trainers experience these programmes, and how Chinese teachers adapt Finnish pedagogical approaches for use in Chinese schools.
This topic matters because educational practices cannot simply be copied from one country to another. Differences such as in languages, cultures, school systems and expectations shape what participants learn and what can be put into practice. Although Finnish education attracts considerable interest in China, little research has considered the perspectives of both Chinese participants and Finnish trainers, or followed how teachers use what they have learned after the training. By addressing these gaps, the study offers practical guidance for designing more culturally sensitive, collaborative and sustainable international in-service teacher training programmes.
What are the key findings or observations of your doctoral research?
The findings show that international teacher training works best as a two-way learning process rather than a one-way transfer of ‘best practice’. Chinese teachers valued the opportunity to reflect on their own teaching and many gained new perspectives from Finnish education. However, language barriers, limited time and differing expectations sometimes made it difficult to understand and borrow Finnish pedagogical approaches. Finnish teacher trainers also benefited from the intercultural exchange, while finding that their teaching needed careful adaptation.
After attending the programmes, Chinese teachers did not simply copy Finnish practices. They selected, reshaped and combined ideas with existing approaches to suit their pupils, schools and local circumstances. Their success depended on professional confidence, peer support and recognition from school leaders, colleagues, parents and pupils. For example, curricula, class sizes and established expectations could restrict change.
The study is among the first to examine Finnish education export from the perspectives of both Chinese teachers and Finnish trainers. Its key message is relevant beyond Finland and China: educational ideas travel more successfully only when they are adapted through dialogue, cultural sensitivity and cooperation. The research introduces an integrative theoretical model and practical recommendations for designing more effective and sustainable international teacher training programmes.
How can the results of your doctoral research be utilised in practice?
The results can help Chinese education authorities and schools select suitable participants, set realistic expectations and provide follow-up support. Schools can establish peer-learning communities, allow teachers to pilot adapted methods and help them explain new practices to others.
Finnish training providers can use the findings to co-design programmes with Chinese partners, match content to participants’ subjects and professional roles, and prioritise practical activities such as school visits and lesson observations. Trainers should receive context-specific preparation, while skilled interpreters can help bridge not only language differences but also different understandings of educational concepts.
At policy level, the findings support longer-term partnerships, pilot projects and greater flexibility for teachers to experiment. Overall, the research offers a practical framework for making international teacher training more collaborative, culturally sensitive and sustainable.
What are the key research methods and materials used in your doctoral research?
My doctoral research comprised three qualitative sub-studies conducted mainly during the COVID-19 period. The research material consisted of one-to-one, semi-structured interviews with 11 Chinese participants—nine teachers and two principals with teaching duties—and five Finnish teacher trainers. The interviews explored participants’ motivations, programme experiences, professional learning and the adaptation of Finnish pedagogical approaches in Chinese schools.
I analysed the interview transcripts using qualitative content analysis, moving from individual statements to broader categories and themes. Stier’s Ideologies of International Education and Holliday’s Grammar of Culture helped me interpret the findings from international and intercultural perspectives.
Further information:
Suhao Peng, [email protected]