From Active Joining to Child-led Participation: A new approach to examine participation in teaching practice

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Background: The new core curriculum for basic education in Finland emphasises the interrelation between learners’ participation and multidisciplinary learning. Each learner must be provided with an opportunity to join at least one multidisciplinary learning module each year. Hence, student teachers also implement a multidisciplinary learning module as part of their teaching practice at the University of Helsinki.

Aim: In this article, I describe how two multidisciplinary learning modules were implemented by four third-year student teachers in a teacher training school and how they were educated to analyse the different forms of participation in their teaching.

Setting: The research question of this article is as follows: How do different teaching practices used in multidisciplinary learning modules support learners’ participation?

Methods: The data of this study consist of two documentation forms: two semi-structured group interviews and a field note diary.

Results: The results showed that most of the practices used in multidisciplinary learning modules supported an active joining form of participation and a collaborative form of participation. In the multidisciplinary learning modules, a child-oriented form of participation was supported through practices that related to creating artistic learning outcomes; however, no practices supported a child-led form of participation.

Conclusion: In this study, the student teachers learned to analyse the different forms of participation in their teaching. Nevertheless, more data about the workability of the mentoring method in other contexts are needed.
Original languageEnglish
Article number663
JournalSouth African Journal of Childhood Education
Volume9
Issue number1
Number of pages7
ISSN2223-7674
DOIs
Publication statusPublished - 23 Apr 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • learners' participation
  • multidisciplinary learning modules
  • teaching practice
  • teacher training
  • practitioner research
  • teacher professional development
  • PUPILS
  • VOICE
  • TOOL

Cite this

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title = "From Active Joining to Child-led Participation: A new approach to examine participation in teaching practice",
abstract = "Background: The new core curriculum for basic education in Finland emphasises the interrelation between learners’ participation and multidisciplinary learning. Each learner must be provided with an opportunity to join at least one multidisciplinary learning module each year. Hence, student teachers also implement a multidisciplinary learning module as part of their teaching practice at the University of Helsinki.Aim: In this article, I describe how two multidisciplinary learning modules were implemented by four third-year student teachers in a teacher training school and how they were educated to analyse the different forms of participation in their teaching.Setting: The research question of this article is as follows: How do different teaching practices used in multidisciplinary learning modules support learners’ participation?Methods: The data of this study consist of two documentation forms: two semi-structured group interviews and a field note diary.Results: The results showed that most of the practices used in multidisciplinary learning modules supported an active joining form of participation and a collaborative form of participation. In the multidisciplinary learning modules, a child-oriented form of participation was supported through practices that related to creating artistic learning outcomes; however, no practices supported a child-led form of participation.Conclusion: In this study, the student teachers learned to analyse the different forms of participation in their teaching. Nevertheless, more data about the workability of the mentoring method in other contexts are needed.",
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From Active Joining to Child-led Participation : A new approach to examine participation in teaching practice. / Niemi, Reetta.

In: South African Journal of Childhood Education, Vol. 9, No. 1, 663, 23.04.2019.

Research output: Contribution to journalArticleScientificpeer-review

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