Yhdessä oppimista ja arvopohdintaa opettajankoulutuksessa

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Wolff , L-A , Savijärvi , M , Wallinheimo , K , Schaffar , B , Slotte , A , Mikander , P & Kaihovirta , H 2019 , ' Yhdessä oppimista ja arvopohdintaa opettajankoulutuksessa ' , Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia , Vuosikerta. 16 , Sivut 116-143 . < http://hdl.handle.net/10138/308813 >

Title: Yhdessä oppimista ja arvopohdintaa opettajankoulutuksessa
Author: Wolff, Lili-Ann; Savijärvi, Marjo; Wallinheimo, Kirsi; Schaffar, Birgit; Slotte, Anna; Mikander, Pia; Kaihovirta, Hannah
Contributor: Helsingin yliopisto, Kasvatustieteiden osasto
Helsingin yliopisto, Kasvatustieteiden osasto
Helsingin yliopisto, Hu­man­it­ies and So­cial Sci­ences Edu­ca­tion (Hu­SoEd)
Helsingin yliopisto, Helsinki Inequality Initiative (INEQ)
Helsingin yliopisto, Kasvatustieteiden osasto
Helsingin yliopisto, Kasvatustieteiden osasto
Helsingin yliopisto, Kasvatustieteiden osasto
Date: 2019-12
Language: fin
Number of pages: 28
Belongs to series: Suomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia
ISSN: 1799-9596
URI: http://hdl.handle.net/10138/313842
Abstract: This article describes a study about a phenomenon-based learning project that involved a group of first year student teachers and their lecturers. The project was carried out on the Suomenlinna World Heritage Site. We explore the learning opportunities the project provides to the students, and how core values are dis- cussed during the process. The data are the students’ reflective texts and video- recorded interactions that we analysed using content analysis and conversation analysis. The results show that learning is manifested as a set of emotional and practical experiences, problem solving, reflections and collaboration, and the ex- periences derive from working together. The conversation analysis sheds light on the process: it shows how the students move from disagreement to consensus when planning a task. At the beginning of the phenomenon-based learning pro- cess, the students expressed uncertainty and dissatisfaction. However, during the assignment, the uncertainty gradually disappeared and was replaced by creativi- ty, wonder and cooperation, and the joy of working together. During the process, the students also reflected on what is valuable in life and what pupils should learn at school. An awareness of values also emerged more generally as the students reflected on identity, belonging to a group, and social inequality in the past and today.
Subject: 516 Kasvatustieteet
world hertage education, phenomenon based learning, core values, conversation analysis, teacher education
ilmiöpohjainen oppiminen
arvoperusta
keskusteluanalyysi
opettajankoulutus
phenomenon based learning
core values
CONVERSATION ANALYSIS
teacher education
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