08 SES 01 A, Professional Development and Global Issues Related to Health and Sustainability
Parallel Paper Session
The purpose of this paper is (1) to describe student teachers’ qualitatively varying ways of understanding how health will be manifested during the classroom-based health education lessons in schools, and (2) to discuss the influences these conceptions have on teacher training. This is important due to the fact that teachers’ ways of seeing something has been found to be associated with their actual teaching practices (e.g. Trigwell & Prosser 1996), i.e. these conceptions shape their personal curricula and instructional practices.
There is a great potential for bringing about purposeful learning among the students, if the teacher educator is able to take into account both the students’ prevailing conceptions and experiences and to discern the critical differences between the various ways of experiencing (Lo et al. 2004). Moreover, it is important that health education student teachers see the variety that exists in the ways of understanding how health can be approached during the lessons in schools, and understand the critical differences between their current understanding and the capability that is desired (cf. Dall’Alba 2000; Lo et al. 2004; McKenzie 2002).
Dall’Alba G. (2000) Reflections on some faces of phenomenography: In J. A. Bowden & E. Walsh (Eds.) Phenomenography (pp. 83-101). Melbourne: RMIT University Press. Lo M. L., Marton F., Pang M. F:, Pong W. Y. (2004) Towards a pedagogy of learning. In F. Marton & A. B. M. Tsui (Eds.) Classroom discourse and the space of learning, (pp. 189-225). New Jersey: Lawrence Erlbaum Associates. Marton F. & Pong W.Y. (2005) On the description unit of phenomenography. Higher Education Research and Development 24(4), 335-348. doi:10.1080/07294360500284706. Marton, F., & Booth, S. (1997). Learning and awareness. New Jersey: Lawrence Erlbaum Associates, Publishers. McKenzie J. (2002) Variation and relevance structure for university teaching. Reseach and Development in Higher Education 25, 434-441. Paakkari L. (2012) Widening horizons. A phenomenographic study of student teachers' conceptions of health education and its teaching and learning. Studies in Sport, Physical Education and Health 179. University of Jyväskylä. Trigwell K. & Prosser M. (1996) Changing approaches to teaching: a relational perspective. Studies in Higher Education 21(3), 275-284. Åkerlind G. (2005) Learning about phenomenography: interviewing, data analysis and qualitative research paradigm. In J. A. Bowden & P. Green (Eds.) Doing developmental phenomenography (pp. 63-73). Melbourne: RMIT University Press.
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
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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
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