10 SES 02 B, Programmes and Approaches: Cooperation and collaboration
Being a teacher educator and teaching about teaching is a special challenge. The teacher educator needs not only to talk about teaching but also to ’walk the talk’, while the teacher educator inevitably is a role model for the teacher students. Thus the invisible and visible processes of teacher education is interesting to document and analyse, while these even might be more important than the actual knowledge that the courses are intended to provide. (Lunenberg, Korthagen & Swennen, 2007.)
The aim of this paper is to analyse the potential of collaborative and reflective learning and teaching in teacher education, with a special focus on experiences from a particular course in the teacher education programme at Åbo Akademi University in Finland. There is no detailed single curriculum of teacher education in Finland, rather some principles and general outlines (Malinen, Väisänen & Savolainen, 2012). The current process of renewing Finnish education in line with the new core curriculum for basic education is involving teacher educators, teacher students and teachers in schools to reflect on and reframe learning and teaching.
One of the characteristics of the Finnish teacher education is that all courses should be integrated with research. The so called ‘research-based teacher education’ has got deep roots in the Finnish education system (see for instance Uljens & Nyman 2015). The ideal is to educate reflective practitioners (Schön 1983) who have the competence to analyse and develop their teaching (Hansén, Eklund & Sjöberg, 2015; Kansanen, 2011; Korpinen, 2003; Tirri, 2014; Toom, Kynäslahti, Krokfors, Jyrhämä, Byman, Stenberg, Maaranen & Kansanen 2010; Westbury, Hansén, Kansanen & Björkqvist, 2005). In times of reform and renewal it is essential to recapture the ideals, values and visions of teacher education as well as of teaching and learning, by collective exploration of the constraints and enablers of active learning in different contexts, and especially in teacher education.
Furu, E. M. (2013). Lærerstudenten som aksjonslærer i klasserommet. In M. Brekke & T. Tiller (eds.) Læreren som forsker. Innføring i forskningsarbeid i skolen? (pp. 45-61). Oslo: Universitetsforlaget. Hansén, S.-E., Eklund, G., & Sjöberg, J. (2015). General didactics in Finnish teacher education. Nordisk Tidskrift för Allmän Didaktik, 1(1), 7-20. Kansanen, P. (2011). Selected theses for a sustainable teacher education programme. Orbis Scholae, 5(2), 55-65. Karlberg-Granlund, G., Granstedt-Ketola, K. & Axén, A. (2016). Lärarutbildare och lärarstudenter lär tillsammans. In K. Rönnerman, A. Olin, E. M. Furu, A.-C. Wennergren (eds.) Fångad av praktiken: skolutveckling genom partnerskap. En rapport från det nordiska nätverket i aktionsforskning (pp. 241-264). Göteborg: Göteborgs universitet. Korpinen, E. (2003). Mikä ihmeen tutkiva opettaja? In E. Korpinen & J. Hyvärinen (eds.) OKL opettaa, tutkii ja kehittää. Jyväskylä: TUOPE. Tutkiva opettaja (Teacher researcher) 3, 4-6. Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and teacher education, 23 (2007), 586-601. Malinen, O.-P., Väisänen, P. & Savolainen, H. (2012). Teacher education in Finland: a review of a national effort for preparing teachers for the future. The Curriculum Journal, 23 (4), 567-584. Reason, P. & Bradbury, H. (2008). Introduction. In P. Reason & H. Bradbury (eds.) The Sage Handbook of Action Research. Participative Inquiry and Practice, 2nd ed. (pp. 1-10). London: Sage Publications. Schön, D. A. (1983). The reflective practitioner. How professionals think in action. New York: Basic books. Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40 (5), 600-609. Toom, A., Kynäslahti, H., Krokfors, L., Jyrhämä, R., Byman, K., Stenberg, K., Maaranen, K., & Kansanen, P. (2010). Experiences of a research-based approach to teacher education: suggestions for future policies. European Journal of Education, 45 (2), 2010, Part II. Uljens, M., & Nyman, C. (2015). En historisk rekonstruktion av pedagogiska ledarskapsdiskurser i Finland. In Uljens, M. (ed.), Pedagogiskt ledarskap – teori, forskning, skolutveckling (pp. 13-40). Vasa: Åbo Akademi University. Westbury, I., Hansén, S.-E., Kansanen, P., & Björkqvist, O. (2005). Teacher education for research-based practice in expanded roles: Finland’s experience. Scandinavian Journal of Educational Research, 49 (5), 475-485.
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
Network 13. Philosophy of Education
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
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.