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Vikas Menon
Independent Researcher
Kerala, India
Abstract
This study undertakes a comprehensive comparative analysis of remote teacher training models implemented in Finland and India, two countries with markedly different educational ecosystems and professional learning cultures. Finland’s long-standing tradition of teacher professionalism and learner-centered pedagogy contrasts sharply with India’s rapidly evolving, large-scale, technology-driven in-service training initiatives. Drawing on a survey of 200 teachers (100 Finnish, 100 Indian) who participated in remote training programs over the past two years, as well as follow-up qualitative interviews with a representative subset, the research examines training design, delivery mechanisms, participant engagement, perceived efficacy, and barriers to implementation. Employing a rigorous mixed-methods approach—combining quantitative survey analysis with in-depth thematic analysis of interview transcripts—the study identifies not only the structural and technological factors influencing program success but also the psycho‑social dimensions that shape teacher motivation and retention. Results reveal that Finnish teachers derive considerable benefit from collaborative, reflective professional learning facilitated by small cohorts, expert mentoring, and structured peer‑review processes, which foster deep pedagogical innovation. Conversely, Indian teachers prioritize flexibility, scalability, and ease of access, valuing microlearning modules, gamified assessments, and asynchronous discussion forums that accommodate diverse schedules and geographical constraints. Despite these contextual differences, both contexts face common obstacles: digital infrastructure limitations in rural India, insufficient ongoing support beyond initial training phases, and challenges in sustaining active peer networks over time. The paper concludes by proposing a hybrid framework that integrates Finland’s depth of professional dialogue and reflective practice with India’s strengths in technological scalability and modular content delivery, offering actionable policy recommendations and design principles for global adoption.
Keywords
Remote teacher training; Finland; India; professional development; online learning; mixed-methods
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