A Finnish Model of Teacher Education Informs a South African One: A Teaching School as a Pedagogical Laboratory

Autor/inn/en	Loukomies, Anni; Petersen, Nadine; Lavonen, Jari
Titel	A Finnish Model of Teacher Education Informs a South African One: A Teaching School as a Pedagogical Laboratory
Quelle	In: South African Journal of Childhood Education, 8 (2018) 1, Artikel 593 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Teacher Education Programs; Classroom Techniques; Foreign Countries; Student Teachers; Student Teaching; Teaching Methods; College School Cooperation; Technology Transfer; Educational Innovation; Practicums; Pedagogical Content Knowledge; Knowledge Base for Teaching; Mentors; Cross Cultural Studies; Workplace Learning; Student Teacher Attitudes; Finland; South Africa + Suchen Sie Ihr Suchwort? Klassenführung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Technologietransfer; Instructional innovation; Bildungsinnovation; Practicum; Praktikum; Praktika; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Cultural comparison; Kulturvergleich; Finnland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this study, we examined student teachers' learning during their teaching placement period in Finland and South Africa. The setting of the inquiry in both countries was a 'teaching' school, affiliated to a university teacher education programme. The teaching school is also referred to as an educational innovation that was transferred from the Finnish context to the South African context. Data were collected through an interview protocol. The findings show that the students, like many of their counterparts in different parts of the world, focused on teaching tools and methods as well as classroom management as a gateway to their teaching career. The extended teaching placement period at both the university teaching schools was expected to yield some findings about the intersection of teaching practice and its supporting theories because of the close collaboration of the schools and the universities. Some of the findings satisfied this expectation while other parts did not, confirming that initial teacher education may be regarded as a platform for learning to be teachers, but it has its own limits even in a pedagogical 'laboratory'. The transfer of the educational innovation was regarded as successful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01