Yhdessä oppimista ja arvopohdintaa opettajankoulutuksessa

Translated title of the contribution: Learning together and value reflection in teacher education

Research output: Contribution to journalArticleScientificpeer-review


This article describes a study about a phenomenon-based learning project that
involved a group of first year student teachers and their lecturers. The project was
carried out on the Suomenlinna World Heritage Site. We explore the learning
opportunities the project provides to the students, and how core values are dis-
cussed during the process. The data are the students’ reflective texts and video-
recorded interactions that we analysed using content analysis and conversation
analysis. The results show that learning is manifested as a set of emotional and
practical experiences, problem solving, reflections and collaboration, and the ex-
periences derive from working together. The conversation analysis sheds light on
the process: it shows how the students move from disagreement to consensus
when planning a task. At the beginning of the phenomenon-based learning pro-
cess, the students expressed uncertainty and dissatisfaction. However, during the
assignment, the uncertainty gradually disappeared and was replaced by creativi-
ty, wonder and cooperation, and the joy of working together. During the process,
the students also reflected on what is valuable in life and what pupils should learn
at school. An awareness of values also emerged more generally as the students
reflected on identity, belonging to a group, and social inequality in the past and
Translated title of the contributionLearning together and value reflection in teacher education
Original languageFinnish
JournalSuomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia
Pages (from-to)116-143
Number of pages28
Publication statusPublished - Dec 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • world hertage education, phenomenon based learning, core values, conversation analysis, teacher education

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