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Journal of Modern Foreign Psychology
2025. Vol. 14, no. 4, 8–17
doi:10.17759/jmfp.2025140401
ISSN: 2304-4977 (online)

Teacher of the 21st century: lessons from the leaders of education on the example of Singapore, South Korea and Finland

 
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Abstract

Context and Relevance. The preparation of teaching professionals is moving to the forefront of educational policy in many countries worldwide. An examination of the approaches adopted by recognised leaders in international rankings (Singapore, South Korea, and Finland) reveals distinct yet highly effective pathways for constructing leading teacher education systems. Aim. This paper aims to provide a comparative analysis of the systemic characteristics of 21st-century teacher education models in Singapore, South Korea, and Finland. Hypothesis. The success of these teacher education models is hypothesised to be the result of a complex interplay of unique cultural-historical conditions, specific educational policies, the nature of pedagogical universities and their training programmes, and the status and prestige of the teaching profession within each society. Results. The conducted comparative analysis of the three leading teacher education systems revealed unique national characteristics pertaining to candidate selection, training methodologies, and the societal perception of the teaching profession. In Singapore, the teacher is positioned as a nation-builder; in South Korea, as a national elite; and in Finland, as a vocation and an agent of change. Conclusions. The teacher education models in these countries are fundamentally oriented towards developing highly qualified, motivated, and respected teaching professionals. Singapore's TE21 model for the 21st Century focuses on building a profile of the ideal teacher; South Korea's National Plan, 'The Future of Education and Skills 2030: Learning Compass 2030', is geared towards creating a national teaching elite; and Finland's Multi-dimensional Adaptive Learning Process (MAP) model emphasises the preparation of teachers as reflective practitioner-researchers.

 
 

General Information

Keywords: educational models, teaching staff, professional competencies, Singapore, South Korea, Finland

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2025140401

Received 05.09.2025

Revised 05.06.2025

Accepted

Published

For citation: Odintsova, M.A., Kuzmina, E.I. (2025). Teacher of the 21st century: lessons from the leaders of education on the example of Singapore, South Korea and Finland. Journal of Modern Foreign Psychology, 14(4), 8–17. (In Russ.). https://doi.org/10.17759/jmfp.2025140401

© Odintsova M.A., Kuzmina E.I., 2025

License: CC BY-NC 4.0

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Information About the Authors

Maria A. Odintsova, Candidate of Science (Psychology), Associate Professor, Head of the Department of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3106-4616, e-mail: mari505@mail.ru

Elena I. Kuzmina, Senior Lecturer of the Department of Psychology and Pedagogy of Distance Learning, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3488-2622, e-mail: kuzminaei@mgppu.ru

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