Session Information
08 SES 12, Teacher’s Competences, Identity and Attitudes: Implications for Health Education and Health Promoting Schools
Paper Session
Contribution
It has been argued that schools should empower pupils to show abilities to ethical reflection (cf. Husu & Tirri, 2007). Classroom as a pedagogical environment serves for that purpose — both intentionally and unintentionally. Watson, Battistich and Solomon (1998) argue that common classroom situations often convey ethical messages through so called “hidden curriculum”, and through these messages pupils learn what is regarded as accepted and valuable, to mention some. It is important that teachers are explicitly aware of these messages and show ability to create conditions that support pupils’ ethical development. This requires that teachers are able to discern the aspects that are central in constituting ethical sensitive pedagogical environment. The sensitive learning environment is especially important in subjects which focus on topics that are personal and open to various interpretations such as in school subject health education in Finnish schools or in similar subjects in other countries (cf. Paakkari, Tynjälä, & Kannas, 2010).
Research on student teachers’ conceptions about the aspects that constitute the learning conditions for pupils’ ethical development in school subject health education is important against the argument that teachers’ ways of understanding are associated with his or her actual teaching practices (Marton & Booth, 1997, p. 111; Trigwell, Prosser, & Wtarehouse, 1999). In addition, from the point of view of the teacher educators it is crucial that they become aware of students’ understanding about the target phenomena, since the role of the education is to widen the students’ ways to understand the object of learning (see Bowden & Marton, 1998, p. 7―8).
The aim of the research is to identify and describe the student teachers’ conceptions of the learning conditions for supporting pupils’ ethical development in school subject health education.
Method
Expected Outcomes
References
Bowden, J., & Marton, F. (1998). The University of Learning — Beyond Quality and Competence. Oxon: Routledge. Joffe, H., & Yardley, L. (2004). Content and thematic analysis. In D.F. Marks, & L. Yarldey (eds.) Research Methods for Clinical and Health Psychology (pp. 56—68). London: SAGE Publications. Husu, J., & Tirri, K. (2007). Developing whole school pedagogical values ― A case of going through the ethos of “good teaching”. Teaching and Teacher Education, 23, 390―401. Marton, F., & Booth, S. (1997). Learning and awareness. New Jersey: Lawrence Erlbaum Associates, Publishers. Paakkari, L., Tynjälä, P., Kannas, L. (2010). Student teachers’ ways of experiencing the objective of health education as a school subject: A phenomenographic research. Teaching and Teacher Education, 26, 941—948. Shulman, L.S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15 (2), 4—14. Shulman, L.S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57 (1), 1—22. Trigwell, K., Prosser, M., & Waterhouse F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37, 57—70. Watson, M., Battistich, V., & Solomon, D. (1998). Enhancing students’ social and ethical development in schools: An intervention program and its effects. International Journal of Educational research, 27 (7), 571—586.
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