Abstract
Developing the teachers’ pedagogical studiesi at The University of Lapland in Finland, has been based on the students’ evaluation and feedback on the study program over the course of several years (2004-2007; N=113). According to students’ interviews, interdisciplinarity is a remarkable challenge to the construction of teacher identity, and it has a strong effect regarding expectations for the studies under discussion. The theoretical background of a new mode, as a part of the studies, known as the “Five steps forward pathway”, to support the reflection process during pedagogical studies, is discussed in this article; as well the main findings of the study explore students’ and teachers’ experiences closely after they have used the mode for the first time. In consequence, it has been found that there are needs to strengthen the development process of teacher identity, to find ways to increase students’ awareness of their prior learning outcomes in the context of teaching, learning and studying and to increase interaction and better integration of single modules of the studies. Students study to become teachers after graduation or as a minor subject in a Master’s degree on different fields of sciences. Non-degree pedagogical studies are continuing studies for those who are interested in becoming teachers for different schools or who want to work as an expert in different sectors where pedagogical know-how is demanded or beneficial. At the University of Lapland the focus in these studies is on vocational education and adult education. To increase the quality of the studies, students are seen as critical partners in the development of the studies and the metaphor of steps taken along the learning pathway invites designers and educators to join the students in shared learning.
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Koskinen, H. (2011). Five Steps Forward – Developing Pedagogical Expertise During Teacher Education. In: Lauriala, A., Rajala, R., Ruokamo, H., Ylitapio-Mäntylä, O. (eds) Navigating in Educational Contexts. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-522-2_8
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DOI: https://doi.org/10.1007/978-94-6091-522-2_8
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