A Finnish model of teacher education informs a South African one : A teaching school as a pedagogical laboratory
| العنوان: | A Finnish model of teacher education informs a South African one : A teaching school as a pedagogical laboratory |
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| المؤلفون: | Nadine Petersen, Anni Loukomies, Jari Lavonen |
| المساهمون: | Viikki Teacher Training School, University of Helsinki, alaluokat, Training Schools, Department of Education, Opettaja nyt ja tulevaisuudessa |
| المصدر: | South African Journal of Childhood Education, Vol 8, Iss 1, Pp e1-e11 (2018) South African Journal of Childhood Education, Volume: 8, Issue: 1, Pages: 1-11, Published: 2018 |
| سنة النشر: | 2018 |
| مصطلحات موضوعية: | Classroom management, Student teaching, Teaching method, LEARN, Context (language use), lcsh:LB5-3640, Education, Pedagogy, Developmental and Educational Psychology, ComputingMilieux_COMPUTERSANDEDUCATION, Cross-cultural, 0501 psychology and cognitive sciences, KNOWLEDGE, Sociology, Pre-service teacher education, lcsh:LC8-6691, Pre-service teacher education, university teaching school, teaching placement period, teacher knowledge, origin of teacher knowledge, transfer of innovation, lcsh:Special aspects of education, 4. Education, 05 social sciences, 050301 education, Teacher education, lcsh:Theory and practice of education, EXPERIENCE, 516 Educational sciences, 0503 education, Period (music), 050104 developmental & child psychology |
| الوصف: | In this study, we examined student teachers’ learning during their teaching placement period in Finland and South Africa. The setting of the inquiry in both countries was a ‘teaching’ school, affiliated to a university teacher education programme. The teaching school is also referred to as an educational innovation that was transferred from the Finnish context to the South African context. Data were collected through an interview protocol. The findings show that the students, like many of their counterparts in different parts of the world, focused on teaching tools and methods as well as classroom management as a gateway to their teaching career. The extended teaching placement period at both the university teaching schools was expected to yield some findings about the intersection of teaching practice and its supporting theories because of the close collaboration of the schools and the universities. Some of the findings satisfied this expectation while other parts did not, confirming that initial teacher education may be regarded as a platform for learning to be teachers, but it has its own limits even in a pedagogical ‘laboratory’. The transfer of the educational innovation was regarded as successful. |
| وصف الملف: | text/html |
| اللغة: | English |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::aa4b2f2065505784d7f64b459fed95b1 http://hdl.handle.net/10138/237400 |
| Rights: | OPEN |
| رقم الانضمام: | edsair.doi.dedup.....aa4b2f2065505784d7f64b459fed95b1 |
| قاعدة البيانات: | OpenAIRE |
| الوصف غير متاح. |