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
Julkaisun otsikon käännösLearning together and value reflection in teacher education
LehtiSuomen ainedidaktisen tutkimusseuran julkaisuja. Ainedidaktisia tutkimuksia
TilaJulkaistu - jouluk. 2019
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu


  • 516 Kasvatustieteet
  • ilmiöpohjainen oppiminen
  • arvoperusta
  • keskusteluanalyysi
  • opettajankoulutus
  • phenomenon based learning
  • core values
  • teacher education

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