Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions

Häkkinen, Païvi; Virtanen, Tuomo; Virtanen, Anne; Näykki, Piia; Pöysä-Tarhonen, Johanna; Niilo-Rämä, Mikko

doi:10.1080/02607476.2019.1708628

Cited by 14 publications

(8 citation statements)

References 35 publications

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“…Since the reference frameworks are available, the next step to incorporate 21st century skills into the curriculum is for teachers to develop these skills themselves [33,51,52,62]. This suggests that teacher training programs should incorporate these skills into their curriculums, (both as content and skills) [4,8,33,37].…”

Section: Discussionmentioning

confidence: 99%

Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020

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Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

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Section: Discussionmentioning

confidence: 99%

Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020

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“…Taking more responsibility for their own learning and working was something that they did not experience from their previous educational practices and was thus experienced as frustrating from time to time. In this study, it is argued that for teachers to be able to support self-regulated learners, they themselves need experiences in regulating their own learning and working (Häkkinen et al 2019;Kramarski and Kohen 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers and teacher education are in a key position to educate young citizens. If they model active learning (Prince 2004), including self-regulated and collaborative learning, as their own approaches to learning, they are also more likely to apply such approaches to their teaching (Dembo 2001;Häkkinen et al 2017Häkkinen et al , 2019Kramarski and Kohen 2017). It is often assumed that when teacher education students graduate, they are able to practise active, self-regulated and collaborative learning as a central component of their teaching practices almost naturally (Häkkinen et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

Näykki

Kontturi

Seppänen

et al. 2021

Journal of Education for Teaching

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This study explores pre-service and in-service teachers' experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and inservice teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants' written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, selfregulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers' role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education.

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“…Cooperative learning has been identified as one of the most promising methodologies, considering all types of teaching methods associated with fostering student growth. Consequently, in the last few years, extensive scientific reviews have been focused on pre-service teachers in relation to their improved academic performance [11,[38][39][40]; their motivation [41,42]; and their perceptions in group work [43][44][45].…”

Section: Related Workmentioning

confidence: 99%

Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

2020

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There is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to be put into practice by pre-service teachers, as well as for the sharing and assertiveness of the ideas of teamwork. The purpose of this study is to predict those variables that significantly positively affect pre-service teachers’ perceptions about the use of cooperative learning methodology in their initial training at university once it has been put into practice in the classroom for 3 months. For this, a quasi-experimental design was implemented to enable its practice, and subsequently the perceptions of the pre-service teachers were collected through the use of a questionnaire. The sample was composed of 140 pre-service teachers from the Faculty of Education of the University of Almeria (Spain). The overall results of the study determined that the interest of pre-service teachers in their subject, age, attendance of practical classes, and the type of education level they have had access to positively affect the perceptions of pre-service teachers, while positive academic performance causes a decline. These findings highlight the need to continue research, mainly on the question of why working in cooperative groups causes a decrease in academic performance.

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Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions

Cited by 14 publications

References 35 publications

Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession

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