Abstract
This paper presents a characterisation of the teacher evaluation model in Finland using a content analysis method based on relevant available sources. The results reveal key elements that define the specificity of Finnish teacher evaluation without the need for specific requirements from the state. The essential element in teacher evaluation seems to be its basis - reflective and participatory with a focus on individual teachers' professional progress without cohesion with students' school performance.
Thus, evaluation itself is at the beginning of the professional development of Finnish teachers.