Competence-based discourse and fading educational knowledge in Finnish teacher education

Our understanding of knowledge is changing. Also, the academic knowledge is being challenged by views on competence. We approached the evolving concept of knowledge within the broader context of the Finnish teacher education development discourse in the 21st century. This discourse has historically placed significant emphasis on a reliance on educational theory. Our study demonstrates the gradual transformation of the knowledge base of teacher education. We examined the rationale for this change, and the factors that may have contributed to it. In our research, we employed rhetorical analysis and Carol Bacchi's "What's the problem represented to be (WPR) approach to political analysis.