Suhteessa kohteeseen ja suhteessa toisiin: Oppiminen ja vuorovaikutus opettajaopiskelijoiden suunnittelutapaamisessa

    Forskningsoutput: AvhandlingMagisteruppsats


    Objectives. In this research I analyzed the learning process of teacher students in a planning meeting using
    the expansive learning cycle and types of interaction approaches. In activity theory framework the expansive
    learning cycle has been applied widely in analyzing learning processes taking several years. However, few
    studies exist utilizing expansive cycles in analyzing short single meetings. In the activity theory framework
    talk and interaction have been analyzed using following types of interaction: coordination, cooperation and
    communication. In these studies single interaction situations have been analyzed, in which the status and
    power positions of participants has been very different. Interactions of self-directed teams, in which the
    participants are equal, have been examined very little. I am not aware of any studies, in which both learning
    actions of the expansive cycle and types of interaction by analyzing the same data would have been utilized.
    The aim of my study was to describe the process of collaborative innovative learning in a situation where the
    student group tries to accomplish a broad and ill-defined learning task. I aim to describe, how this planning
    process proceeds through different phases of learning actions of the expansive cycle. My goal is to
    understand and describe the transformations in the quality of interaction and transitions which are related to
    it. Another goal of this study is to specify the possible similarities and differences between expansive
    learning and types of interactions.
    Methods. Data of this study consisted of videotaped meetings, which were part of the study module for
    class teacher degree. The first meeting of the study module was chosen to be the primary research material.
    Five students were present in the group meeting. Transcription of the conversation was analyzed by
    classifying the turns of conversation following phases of the expansive cycle. After that the material was
    categorized again by using types of interaction.
    Results and conclusions. As a result of this study I was able to trace all the phases of the expansive cycle
    except one. Also, I was able to identify all interaction types. When I compared the two modes of analysis
    side by side I was able to find connecting main phases. Thus I was able to identify the interdependence
    between the two ways of analysis on a higher level, although I was not able to notice correlation on the level
    of individual phases. Based on this, I conclude that learning of the group was simultaneously specification
    and formulation of the object at the different phases of expansive learning and transformation of the quality
    of the interaction while searching for the common object.
    Bidragets översatta titelOn relationship to an object and to others: Learning and interaction in a planning meeting of teacher students
    StatusPublicerad - 2010
    MoE-publikationstypG2 Masteruppsats, polyteknisk masteruppsats


    • 516 Pedagogik

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