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

Show simple item record

dc.contributor.author Niemi, Reetta
dc.date.accessioned 2019-08-22T05:43:01Z
dc.date.available 2019-08-22T05:43:01Z
dc.date.issued 2019-04-23
dc.identifier.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
dc.identifier.other PURE: 120323872
dc.identifier.other PURE UUID: 91ae15c6-c306-4a07-aa48-69aa57116753
dc.identifier.other ORCID: /0000-0003-4223-6102/work/60865717
dc.identifier.other WOS: 000466404400001
dc.identifier.uri http://hdl.handle.net/10138/304805
dc.description.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. en
dc.format.extent 7
dc.language.iso eng
dc.relation.ispartof South African Journal of Childhood Education
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject learners' participation
dc.subject multidisciplinary learning modules
dc.subject teaching practice
dc.subject teacher training
dc.subject practitioner research
dc.subject teacher professional development
dc.subject PUPILS
dc.subject VOICE
dc.subject TOOL
dc.title From Active Joining to Child-led Participation : A new approach to examine participation in teaching practice en
dc.type Article
dc.contributor.organization Learning, Culture & Interventions (LECI)
dc.contributor.organization Viikki Teacher Training School, University of Helsinki, alaluokat
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.4102/sajce.v9i1.663
dc.relation.issn 2223-7674
dc.rights.accesslevel openAccess
dc.type.version publishedVersion
dc.identifier.url http://orcid.org/0000-0003-4223-6102

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 simple item record