03 SES 08 A, Research Feeding Curriculum Innovation
In Finland the national core curriculum for basic and pre-primary education is being renewed. The process involves broad-based co-operation with education experts and various stakeholders. The renewed core curriculum will be completed by the end of 2014. The new local curricula should be ready by the beginning of school year 2016–2017 (FNBE 2012).
There are several views about what kind of competences are needed in the future, how the curriculum change will be realised and what kind of skills are needed among the teachers and in teacher education. The world in which schools operate has changed in different levels, for example, in doing, knowing and being (FNBE 2012; Ståhle 2009).
Broad-based competences in the core curriculum consist of seven dimensions, for example thinking and learning, cultural competence interaction and expression, multiliteracy, ICT competence and participation, empowerment and responsibility (FNBE 2012).
According to Heinonen (2011) competence needs of future working life includes social competence and co-operation (collaboration) skills. It seems that Finnish school system has been lacking ways to support community and collaboration.
In the last report on the mother tongue skills of Finnish teenagers The Finnish National Board of Education (Lappalainen 2011) discovered that Finnish pupils, especially boys, have problems with writing. Pupils need more varied practice and guidance to advance their writing skills. Hence, one important question is what kind of pedagogical method supports pupils’ social needs and improves their literacy skills the best.
This paper introduces educational design research of Collaborative Writing in a Finnish Teacher Training primary school with 2nd – 5th grades. The aim of this study is to produce knowledge about which characteristics of Collaborative Writing Model best support teachers’ and pupils’ collaboration and teachers’ professional development.
The Collaborative Writing Model (CWM) builds on the socio-constructivist and socio-cultural theories of learning. According to Vygotsky (1978) and Lave and Wenger (1991) social interaction and language play a crucial role in the process of cognitive development. In this study genre pedagogy is the pedagogical basis of the CWM. Genre pedagogy (Christie & Martin 2005) is based on the idea of familiarising pupils with different text types and guiding them through discussion in the context of a shared experience. Learning different genres is a goal-oriented social process (Luukka 2004).
The context of this study is to develop literacy and communality skills and it was carried out in the Teacher Training School of the University of Tampere. Research questions are
- What are the characteristics of teaching arrangements which support teachers’ and pupils’ collaboration skills that are needed in the future?
- How do teachers experience collaborative teaching?
- How do pupils describe their performance during collaborative writing process?
Christie, F. & Martin, J.R. (2005). Genre and institutions: social processes in the workplace and school. London: Continuum. Design-based research collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational researcher, 32 (1), 5–8. FNBE (2012). Curriculum reform in Finland. Finnish national board of education. http://www.oph.fi/download/151294_ops2016_curriculum_reform_in_finland.pdf Heinonen, S. (2011). SUHO 14.2.2011. Hämeenlinna, Finland. Jyrkiäinen, A. & Koskinen-Sinisalo, K-L. (2012). Collaboration in Writing. In Aoibheann, Bernadette, Gene, Gillian (Ed.) Creating multiple pathways to powerful literacy in challenging times. Dublin, Ireland: RAI, 84–92:8. Lappalainen, H-P. (2011). Sen edestään löytää –Äidinkielen ja kirjallisuuden oppimistulokset perusopetuksen päättövaiheessa 2010. Opetushallitus. Web site: http://www.oph.fi/download/132347_Sen_edestaan_loytaa.pdf. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Luukka, M-R. (2004). Genrepedagogiikka: askelia tekstitaitojen jatkumolla. In M-R. Luukka & P. Jääskeläinen (Ed.) Hiidenhirveä hiihtämässä: Hirveä(n) ihana kirjoittamisen opetus. Helsinki: ÄOL, 145–160. Nieveen, N. (2007). Formative evaluation in educational design research. In T. Plomp & N. Nieveen (Ed.) An introduction to educational design research. SLO. Netherlands institute for curriculum development, 89–102. Plomp, T. (2013). An introduction. In Educational designresearch.SLO. Netherlands institute for curriculum development, 1–52. Ståhle, P. (2009). Mitä tulevaisuus vaatii perusopetukselta? Seminar 19.9.2009. http://www.oph.fi/hankkeet/perusopetuksen_yleisten_tavoitteiden_ja_tuntijaon_uudistaminen/seminaarimateriaalit Van der Akker, J. (2009). Curriculum design research. In Educational designresearch. SLO. Netherlands institute for curriculum development, 37–50.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
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