From freshman student to upper-secondary school teacher in chemistry: A new approach with projects and group work

The article presents the results of an educational development project conducted from 2017-2018. The aim of the project was to identify common subject-specific concepts of quality regarding stage performance, with a focus on ability to perform dramatic text. Student assignments in the form of stage performance were video recorded. Thereafter, the documentation was examined and discussed by a team of teachers. Audio recordings from the discussions were analysed using phenomenography. The results are presented in four qualitatively different categories of descriptions and in aspects of the different ways of knowing involved in the phenomenon. In this article, it is argued that this kind of research is essential for designing and developing teaching instructions, giving competent feed-back, and efficiently assessing and grading the students’ work. Moreover, it is argued that being able to identify such quality differences of stage performances is also essential for the student in the future work as an upper secondary school teacher.

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Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland

Journal of Education and Learning ◽

10.5539/jel.v4n4p149 ◽

2015 ◽

Vol 4 (4) ◽

pp. 149 ◽

Cited By ~ 1

Author(s):

Jutarat Vibulphol ◽

Jyrki Loima ◽

Sornnate Areesophonpichet ◽

Chanita Rukspollmuang

Keyword(s):

Teacher Education ◽

Secondary School ◽

Teacher Educators ◽

Teaching Practice ◽

School Teacher ◽

Document Analysis ◽

Secondary School Teacher ◽

New Approach ◽

Case Comparison ◽

Teachers Professional Development

This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21st century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach.The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants.The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers’ professional development tools, those will need further studies.

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Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience

Phenomenology & Practice ◽

10.29173/pandpr29401 ◽

2020 ◽

Vol 14 (1) ◽

pp. 105-117

Author(s):

Ilona Rinne

Keyword(s):

Secondary School ◽

Lived Experience ◽

School Teacher ◽

Phenomenological Approach ◽

Teaching Profession ◽

Secondary School Teacher ◽

The Past ◽

Pedagogical Tact ◽

Preparatory Program ◽

Upper Secondary

Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through practice. However, over the past few decades, the implementation of neoliberal policies in the Swedish education sector have changed the conditions for teaching, and created an area of tension between the teacher’s pedagogical alignment and the educational practices influenced by neoliberal values. The aim of the study is to describe how the author experienced these tensions, and what they meant for her becoming and being a teacher in three different pedagogical sites: a higher education preparatory program, a vocational preparatory program, and in adult education. The description is grounded in the lifeworld phenomenological approach and carried out through personal narrative.

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