Abstract:

Improving the governance system of teacher education is essential for enhancing the quality of teachers, advancing educational modernization, and building a strong nation in education. Using triple helix theory as the analytical framework, this study examines the roles and collaborative logic of government, universities, and social actors in Finland’s teacher education governance system. The findings show that Finland has developed an integrated tripartite governance ecosystem characterized by strategic guidance, academic implementation, and practical support. The government defines strategic direction and quality baselines through policy planning, funding support, and improvement-oriented evaluation. Universities strengthen the professional foundation of pre-service teacher education through academic autonomy, rigorous selection, research-based preparation, and internalized quality assurance. Social closes the loop between teacher preparation and practice through support from primary and secondary schools and professional self-regulation by teachers’ unions. Through policy alignment, resource sharing, and demand feedback, the three parties form a dynamic collaborative network and achieve close integration among trust, autonomy, and quality, which constitutes the institutional foundation of Finland’s international competitiveness in teacher education. In light of China’s educational context, this study proposes pathways for improvement, including building a hierarchical and collaborative governance structure, fostering a governance culture of cooperation and mutual trust, and developing a dual-track quality assurance mechanism, thereby offering insights for the modernization of China’s teacher education governance system.

Key words: Triple Helix Theory, Finland, teacher education, governance system, governance mechanisms