Supporting student integration by implementing peer teaching into environmental studies
Permalink
Citation
Asikainen , H , Blomster , J , Cornér , T & Pietikäinen , J 2021 , ' Supporting student integration by implementing peer teaching into environmental studies ' , Journal of Further and Higher Education , vol. 45 , no. 2 , pp. 162-182 . https://doi.org/10.1080/0309877X.2020.1744541
| Title: | Supporting student integration by implementing peer teaching into environmental studies |
| Author: | Asikainen, Henna; Blomster, Jaanika; Cornér, Timo; Pietikäinen, Janna |
| Contributor organization: | Life Science Education Department of Education Ecosystems and Environment Research Programme Helsinki Institute of Sustainability Science (HELSUS) Marine Ecosystems Research Group Jaanika Blomster / Principal Investigator Teachers' Academy Department of Agricultural Sciences Faculty of Agriculture and Forestry |
| Date: | 2021 |
| Language: | eng |
| Number of pages: | 21 |
| Belongs to series: | Journal of Further and Higher Education |
| ISSN: | 0309-877X |
| DOI: | https://doi.org/10.1080/0309877X.2020.1744541 |
| URI: | http://hdl.handle.net/10138/335286 |
| Abstract: | The benefits of peer teaching have been intensively explored. However, there is still a lack of research in relation to student integration in higher education. The purpose of this study is to explore the relationship between peer teacher interaction and students’ experiences of components of integration in the study programme. This comprises student and teacher interaction and support as well as identification with the programme. In addition, the aim is to explore how the students experience peer teachers as effecting their integration into the programme, and to explore how they visualise the relationship between students, teachers and peer teachers as part of the programme. Peer teaching was implemented in an introductory course in Environmental Sciences, in which the peer teachers were responsible for organising and teaching the course. The study was conducted with a mixed-method approach combining questionnaire data (N = 115), open-ended experiences (N = 80) and sketches (N = 80) done by the students participating in the course. The results show that peer teaching affected student integration in several ways. Practical implications and future research are also discussed. |
| Subject: |
516 Educational sciences
Initial teacher education teacher research inquiring attitude research based teacher education primary education Peer teaching student Integration student-teacher interaction higher education HIGHER-EDUCATION SOCIAL INTEGRATION COLLEGE EXPLORATION MOTIVATION TEACHERS |
| Peer reviewed: | Yes |
| Rights: | unspecified |
| Usage restriction: | openAccess |
| Self-archived version: | acceptedVersion |
Files in this item
Total number of downloads: Loading...
| Files | Size | Format | View |
|---|---|---|---|
| Manusript_accepted.pdf | 1.457Mb |
View/ |
This item appears in the following Collection(s)
-
Articles from TUHAT system
[53264]
Related items
Showing items related by title, author, creator and subject.
-
(Helsingin yliopisto, 2009)This research examines three aspects of becoming a teacher, teacher identity formation in mathematics teacher education: the cognitive and affective aspect, the image of an ideal teacher directing the developmental process, and as an on-going process. The formation of emerging teacher identity was approached in a social psychological framework, in which individual development takes place in social interaction with the context through various experiences. Formation of teacher identity is seen as a dynamic, on-going developmental process, in which an individual intentionally aspires after the ideal image of being a teacher by developing his/her own competence as a teacher. The starting-point was that it is possible to examine formation of teacher identity through conceptualisation of observations that the individual and others have about teacher identity in different situations. The research uses the qualitative case study approach to formation of emerging teacher identity, the individual developmental process and the socially constructed image of an ideal mathematics teacher. Two student cases, John and Mary, and the collective case of teacher educators representing socially shared views of becoming and being a mathematics teacher are presented. The development of each student was examined based on three semi-structured interviews supplemented with written products. The data-gathering took place during the 2005 2006 academic year. The collective case about the ideal image provided during the programme was composed of separate case displays of each teacher educator, which were mainly based on semi-structured interviews in spring term 2006. The intentions and aims set for students were of special interest in the interviews with teacher educators. The interview data was analysed following the modified idea of analytic induction. The formation of teacher identity is elaborated through three themes emerging from theoretical considerations and the cases. First, the profile of one s present state as a teacher may be scrutinised through separate affective and cognitive aspects associated with the teaching profession. The differences between individuals arise through dif-ferent emphasis on these aspects. Similarly, the socially constructed image of an ideal teacher may be profiled through a combination of aspects associated with the teaching profession. Second, the ideal image directing the individual developmental process is the level at which individual and social processes meet. Third, formation of teacher identity is about becoming a teacher both in the eyes of the individual self as well as of others in the context. It is a challenge in academic mathematics teacher education to support the various cognitive and affective aspects associated with being a teacher in a way that being a professional and further development could have a coherent starting-point that an individual can internalise.
-
(2021)The shift to an earlier start in foreign language teaching in Finland took place nationwide in 2020. Both class teachers and subject teachers faced a new situation. They would be teaching children younger than before, or they would be teaching a completely new subject for them. This article examines teachers’ conceptions of the skills and qualities, including the required language skills, that are important for a teacher in early language teaching. The data for this study were gathered through essays that teachers (n=44, subject teachers, class teachers, and double qualified teachers) turned in as tasks during an in-service teacher training for early teaching of foreign languages. The essays were analyzed with content analysis. The findings show that teachers found it the most essential that early language teachers have inspiration for the job and are able to inspire learners. They also considered it important that teachers focus on the learners and the learning environment, as well as have skills for early years pedagogy. The teachers did not consider foreign language education or language skills as important as the other skills but yet wished for teachers to be able to communicate in the target language in the class.