From Active Joining to Child-led Participation : A new approach to examine participation in teaching practice

Show full item record



Permalink

http://hdl.handle.net/10138/304805

Citation

Niemi , R 2019 , ' From Active Joining to Child-led Participation : A new approach to examine participation in teaching practice ' , South African Journal of Childhood Education , vol. 9 , no. 1 , 663 . https://doi.org/10.4102/sajce.v9i1.663

Title: From Active Joining to Child-led Participation : A new approach to examine participation in teaching practice
Author: Niemi, Reetta
Other contributor: University of Helsinki, Learning, Culture & Interventions (LECI)

Date: 2019-04-23
Language: eng
Number of pages: 7
Belongs to series: South African Journal of Childhood Education
ISSN: 2223-7674
DOI: https://doi.org/10.4102/sajce.v9i1.663
URI: http://hdl.handle.net/10138/304805
Abstract: Background: The new core curriculum for basic education in Finland emphasises the interrelation between learners’ participation and multidisciplinary learning. Each learner must be provided with an opportunity to join at least one multidisciplinary learning module each year. Hence, student teachers also implement a multidisciplinary learning module as part of their teaching practice at the University of Helsinki. Aim: In this article, I describe how two multidisciplinary learning modules were implemented by four third-year student teachers in a teacher training school and how they were educated to analyse the different forms of participation in their teaching. Setting: The research question of this article is as follows: How do different teaching practices used in multidisciplinary learning modules support learners’ participation? Methods: The data of this study consist of two documentation forms: two semi-structured group interviews and a field note diary. Results: The results showed that most of the practices used in multidisciplinary learning modules supported an active joining form of participation and a collaborative form of participation. In the multidisciplinary learning modules, a child-oriented form of participation was supported through practices that related to creating artistic learning outcomes; however, no practices supported a child-led form of participation. Conclusion: In this study, the student teachers learned to analyse the different forms of participation in their teaching. Nevertheless, more data about the workability of the mentoring method in other contexts are needed.
Subject: 516 Educational sciences
learners' participation
multidisciplinary learning modules
teaching practice
teacher training
practitioner research
teacher professional development
PUPILS
VOICE
TOOL
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
document.pdf 988.4Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record