Search results for: Naykki Piia
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Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi
This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants’ written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, self-regulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers’ role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education.
Updated: Feb. 16, 2022
Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions
To support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Finnish first-year pre-service teachers’ (N = 872) in terms of perceptions of their strategic learning skills and collaboration dispositions and what background variables explain membership of the profiles found. Latent profile analysis showed five student profiles corresponding to perceived strategic learning skills and collaboration dispositions. The most robust factor explaining the membership of the profiles was life satisfaction. Pre-service teachers in a profile group of high strategic learning skills and high collaboration dispositions showed the highest anticipated life satisfaction after five years. Obtaining a better understanding of pre-service teachers’ skills and dispositions will provide the basis for deeper exploration of how they may acquire these skills and how instruction can better be designed to assist students in developing these skills.
Updated: Dec. 29, 2020
Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills
The purpose of this paper is describe the authors' pedagogical framework for the twenty-first-century learning practices in teacher education. The authors argue that teacher education has been challenged by the need to enhance the new teachers’ ability to implement new pedagogical approaches and take advantage of ICT for teaching and learning. Since the current way of working in teacher education does not match well enough the needs of twenty-first-century learning environments, such as inquiry-based learning approaches that focus upon collaboration and social forms of learning, as well as the use of ICT. According to the authors' approach, pre-service teachers are educated in a way they are supposed to teach their future students.
Updated: Feb. 14, 2018
This study investigates the process of collaborative knowledge construction when technology and pictorial knowledge representations are used for visualizing individual and groups’ shared ideas. The focus of the study is on how teacher-students contribute to the group’s collaborative knowledge construction and use each other’s ideas and tools as an affordance for their jointly evolving cognitive systems.
Updated: Apr. 12, 2008