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Research in Science Education - Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life...  相似文献   
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A new special education strategy was launched in Finland by the Ministry of Education in 2007. The new Basic Act was enacted in 2010 and the new national core curriculum concerning three‐tiered support for pupils in 2011. Since the 1990s, teachers across Finland have participated in developing Finnish basic education towards greater inclusion. The goal of this study was to enhance understanding of the implementation of the Finnish educational reforms. In this study, teachers' perceptions of good inclusive teaching arrangements were analysed and compared with the theories of inclusive education. There is still a lack of information available on the implementation of inclusive education practices, and especially about teachers' experiences of teaching in inclusive classrooms. In 2010, basic education teachers (N = 327) in Lapland, Finland, were asked to describe their experiences and perceptions of inclusive teaching arrangements. The results indicated that teaching practices have become more diverse, flexible and differentiated, enabling teaching of diverse groups. More and more teachers preferred teaching in teams and planning their work together, showing that changes in schools change the teacher's profession too. In this study, a framework for inclusive schools was constructed through implementing the indexes of inclusion created by Booth and Ainscow.  相似文献   
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This paper explores ways of enhancing inter-professional skills as part of professional development during university studies. From a socio-psychological viewpoint, inter-professional teamwork can be regarded as an interface between the group and individual levels, where collective commitment, efficiency, shared processes and outcomes, as well as tensions and dilemmas, are brought together. Inter-professional skills, which are already practised in university, may enable professionals to work in inter-professional contexts during their careers. In this case study, the participants (three student-teachers, two social work students and four supervisors) reflected on their shared experience of participating in a shared practicum at a primary school. The data-set comprises two group interviews conducted separately with the students and supervisors following the practicum. The results indicate that it is possible to develop inter-professional competencies during one’s university studies and that this has the potential to promote students’ reflective skills as they reframe their expertise and the expertise in other professions.  相似文献   
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Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society. It is regarded as a core competence in policy papers; in educational research it is not yet a standardized concept. We suggest that it is a useful boundary concept, which can be used in various contexts. For this study, we analysed 76 educational research articles in which digital competence, described by different terms, was investigated. As a result, we found that digital competence consists of a variety of skills and competences, and its scope is wide, as is its background: from media studies and computer science to library and literacy studies. In the article review, we found a total of 34 terms that had used to describe the digital technology related skills and competences; the most often used terms were digital literacy, new literacies, multiliteracy and media literacy, each with somewhat different focus. We suggest that digital competence is defined as consisting of (1) technical competence, (2) the ability to use digital technologies in a meaningful way for working, studying and in everyday life, (3) the ability to evaluate digital technologies critically, and (4) motivation to participate and commit in the digital culture.  相似文献   
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The purpose of this study was to investigate the role and characteristics of virtual learning objects in selected classroom cases. Four Finnish cases represented such pedagogical approaches as student‐centeredness, process orientation and collaborative inquiry. The case study approach enabled the investigation of concrete practices in using learning objects in ordinary classroom settings. The goal of the study was to examine the interrelatedness of the teachers’ pedagogical practices with characteristics and affordances of the learning objects, in order to understand how learning objects can support the development of advanced pedagogical practices in schools. The data used were qualitative, consisting of the participating teachers’ agendas, and observations and video recordings during classroom sessions. The results indicate that the learning objects were mostly used as exploration tools, information sources, assessment models and objects of discussion. An expert‐like use of knowledge was characteristic in the pedagogical settings, especially when the teacher was experienced in using ICT in teaching. However, not all the learning objects supported such practices, thus preventing a teacher from reaching intended pedagogical aims.  相似文献   
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There is wide agreement on the importance of scaffolding for student learning. Yet, models of individual and face‐to‐face scaffolding are not necessarily applicable to educational settings in which a group of learners is pursuing a process of inquiry mediated by technology. The scaffolding needed for such a process may be examined from three perspectives: the organization of activities, the affordances of tools, and process‐level guidance. The purpose of the present study was to assess three tutors’ contributions to university students’ computer‐mediated discourse organized as a question‐driven inquiry process. In all, 17 students participated in the discourse as part of their studies in a cognitive psychology course. Quantitative and qualitative analyses were conducted to investigate critical patterns and possible effects of the tutors’ process‐level scaffolding. During the process, the more experienced tutors acted as meta‐level commentators, whereas the less experienced tutor participated in the inquiry as a co‐inquirer who also produced inquiry questions. More elaborate scaffolding to foster students’ metacognitive awareness of the inquiry strategies was generally lacking in all three tutors’ data. Implications for pedagogical improvement in collaborative, computer‐supported educational settings are discussed.  相似文献   
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ABSTRACT

In 2014, Metropolia University of Applied Sciences implemented a fundamental change in its curriculum from small single topic 3–5 credits courses into 15 credits multidisciplinary courses implemented by teacher teams. This paper focuses on how teachers of Information Technology programs experienced the reform. Research data include teacher feedback and opinions that were collected during training sessions and interviews. Team teaching is a substantial change for teachers that raises concerns about time management, getting enough compensation for the work and possible loss of teacher autonomy. However, teacher teams that managed to overcome these challenges saw a variety of benefits in the new approach. Not only was team teaching seen as a means for providing students with the skills they need, but it also was discovered as a way to enhance the teacher’s own professional development.  相似文献   
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