Promoting practical wisdom in teacher education: a qualitative descriptive study

Stenberg, K; Maaranen, Katriina

doi:10.1080/02619768.2020.1860012

Cited by 18 publications

(14 citation statements)

References 64 publications

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“…CR and its ultimate result -practical wisdom-have empirically proved their effectiveness. Attema-Noordewier et al, (2011), Hoekstra andKorthagen (2011), Meijer et al, (2009) in the Netherlands; Adams et al (2013) in the USA; and Körkkö, (2021), Maaranen and Stenberg (2017), Stenberg and Maaranen (2020) in Finland showed that CR or meaning-oriented reflection significantly contribute to the professional transformations of TCs.…”

Section: Theory Personmentioning

confidence: 99%

“…In addition, practical wisdom should not be reduced to technical skills. Practical wisdom has to do with ethical values and actions and involves how to treat certain situations (Furman, 2018;Stenberg & Maaranen, 2020). Hence, TCs should be provided with opportunities and sample cases through which they can listen to each other, raise awareness of authentic situations and internalize theory.…”

Section: What Are the Limiting Factors Preventing The Achievement Of ...mentioning

confidence: 99%

“…Teaching is a complex and multi-dimensional profession that cannot be performed with solely theoretical knowledge. Therefore, practical wisdom has a key role in properly fulfilling its requirements of it (Stenberg & Maaranen, 2020). This competency enables teachers to make effective pedagogical decisions regarding their situations and problems.…”

Section: What Are the Limiting Factors Preventing The Achievement Of ...mentioning

confidence: 99%

“…These applications within the scope of CTE are aligned with Korthagen"s CR model, too, because in such a reflection environment grounded on collaboration and mutual sincerity, TCs reflect not only on the external factors influencing their professional development but also on the identity and mission layers that constitute the essence of CR. According to a recent study (Maaranen & Stenberg, 2020) conducted in Finland, the foremost factor in the identity development of TCs following internship studies is the collaboration with school staff and the share of school culture.…”

Section: Interaction With Mentor Teachersmentioning

confidence: 99%

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Reflective and Clinical Teacher Education: A Model Proposal towards Application

Alan

Güven

2022

Kuramsal Eğitimbilim

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Kuram ve uygulamayı bağlam odaklı bütünleştirebilen ve biçimlendirici değerlendirmeyi öğretmenlerin kişisel ve mesleki gelişiminde kullanan pek az öğretmen eğitimi modeli geliştirilebilmiştir. Bunlar arasında Klinik Öğretmen Eğitimi Modeli ile Yansıtmaya Dayalı Gerçekçi Öğretmen Eğitimi modelleri öne çıkmaktadır. Bu iki model, öğretmen adaylarının mesleki bilgi ve becerisini, mesleğe yönelik inanç ve tutumlarını kişilik özellikleri ile bütünleştirerek onları mesleklerine olabilecek en erken zamanda ve en etkili biçimde hazırlamaktadır. Türkiye’de de öğretmen eğitimi alanında yapılması gereken felsefeler üstü bir zihniyet değişimidir ve bu çalışma ile bunun temellerinin atılması amaçlanmaktadır. Bu kuramsal çalışmada, bu iki modelden esinlenerek Türk öğretmen eğitimi sisteminin yapısı ve olanakları göz önünde bulundurularak yansıtmaya ve yeterliliklere dayalı yeni ve özgün bir öğretmen eğitimi modeli önerilmektedir. Bu modelde, öğretmen adayları belirlenen yeterlilikleri her sene sarmal bir yapıda içselleştirmekte, sürecin tüm aşamalarında sistematik yansıtma yapmakta, akranlarından, danışmanlarından ve uygulama okullarındaki öğretmenlerinden düzenli dönüt alarak kişisel ve mesleki gelişimlerini bir öğrenme topluluğu içinde gerçekleştirmektedir. Çalışma kapsamında, kuram ve uygulamayı dört yıllık öğretmen eğitiminde bütünleştiren bu modelin kuramsal altyapısı ve dayanakları açıklanmakta ve somut uygulama örnekleri sunulmaktadır.

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Section: Theory Personmentioning

confidence: 99%

Section: What Are the Limiting Factors Preventing The Achievement Of ...mentioning

confidence: 99%

Section: What Are the Limiting Factors Preventing The Achievement Of ...mentioning

confidence: 99%

Section: Interaction With Mentor Teachersmentioning

confidence: 99%

See 2 more Smart Citations

Reflective and Clinical Teacher Education: A Model Proposal towards Application

Alan

Güven

2022

Kuramsal Eğitimbilim

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“…Preparing student teachers for effective and appropriate technology integration practices in their own teaching and in diverse learning environments is considered a necessary component of teacher education programs worldwide (Drummond et al, 2017). However, technology and pedagogical perspectives are not enough; deeper societal awareness and personal theories of practice for student teachers and future teachers are needed (Stenberg et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Student Teachers' Perceptions of the Connection between Literacy, Equality and Digitalization

Maunula

Lähdesmäki²

2022

IJonSES

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Digitalization has many implications for the development of equality in societies and is also reflected in education. In a digitalized world, literacy is an essential skill for both individual and societal development. This study explores Finnish student teachers' perceptions of the connection between literacy, equality, and digitalization. The research material consists of professional opinion pieces written by student teachers (N=37). The qualitative study examined student teachers' perceptions of literacy, equality, and digitalization. Student teachers' perceptions concerned pupils' polarizing backgrounds for learning, literacy instruction and the challenge of differentiating classes, deterioration of literacy and other learning, and positive aspects of literacy learning. The results show that student teachers recognize the connection between literacy and digitalization and their broad impact on societal development and equity. As future teachers, they perceived the impact of the development of inequalities on everyday school life and on opportunities to learn key skills as a challenge. The results show that the polarizing starting points for pupils is a worrying trend and challenges the future teacher in a digitalizing world. The results of the study underline that teacher training and teachers are important societal actors and reformers.

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Phronesis in climate change and sustainability education and practice: Importance of the immeasurable goodness of a professional

Salovaara Janne

2024

Sustainable Development

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Sustainability transformation calls for actors and agents of all types from all organisations and subsectors of society. Thus, sustainability‐themed and focused education has become a staple of higher education institutions, and the professionals and expertise produced—through learning of all sorts—have become an integral part of various organisations and their attempts to enact sustainability. A whole range of research and associated educational programmes have been founded, and various frameworks, for example those at the intersection of higher education and sustainability, and professionalism and climate change, have been study and development foci. However, few attempts at qualitative reflection and assessment have been made in this important field with its vital hypothesis that higher level of education, expertise, and professionalism will lead to higher societal sustainability impact by those educated actors. In this article, I propose that the Aristotelian concept of phronesis—as contextual and practical wisdom—can offer a framing for both reasoning about and assessing the qualitative side of being a climate change and sustainability professional. The conditions of being a sustainability professional, and the essence of phronesis thereof, are analysed from thematic in‐depth interviews with high‐level professionals, representing different organisations from various societal subsectors.

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Promoting practical wisdom in teacher education: a qualitative descriptive study

Cited by 18 publications

References 64 publications

Reflective and Clinical Teacher Education: A Model Proposal towards Application

Reflective and Clinical Teacher Education: A Model Proposal towards Application

Student Teachers' Perceptions of the Connection between Literacy, Equality and Digitalization

Phronesis in climate change and sustainability education and practice: Importance of the immeasurable goodness of a professional

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