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1.
In this paper, relying on the sociocultural framework of learning, we report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers: The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded in the collective inquiry approach. Our study identifies the forms of agency that emerged in the collective discussions of the classroom community, evidencing pre-service teachers’ transformative agency, relational agency and epistemic agency. This study also shows that the negotiation and framing of agency, and acting as accountable authors, involves changes in teacher-student positions, such as crossing and transforming traditional expert-novice boundaries, as well as recognizing and crediting this crossing of boundaries. The methods and conditions for supporting students’ agency work in teacher education are discussed. 相似文献
2.
Tuulikki Venninen Jonna Leinonen Lasse Lipponen Mikko Ojala 《Early Childhood Education Journal》2014,42(3):211-218
Children’s participation in the early childhood education context is a multidimensional issue and educators have a significant role in enhancing participation. In this paper, we focus on the existing challenges to children’s participation and the ways that child care educators can work as teams to meet those challenges. The data were collected with a questionnaire from 1,114 child care teams working in the Helsinki metropolitan area. These teams consisted of almost 4,000 educators who took care of almost 20,000 children. Through ESEM factor analysis, the variables were organized into five factors: Adult–Child Ratios, Professional Skills; Managing Work; Work Practices and Special Needs. The team members felt they had a varying impact on the different challenges: highest on professional skills and managing work and lowest on Adult-Child Ratios. The results offer material for reflecting on practices in early childhood education especially when children’s participation must be developed. 相似文献
3.
Pia Niemelä Ville Isomöttönen Lasse Lipponen 《Education and Information Technologies》2016,21(1):105-122
Education is increasingly enhanced by technology, and at the same time, the rapid pace of technology innovation and growing demand of consumers introduces challenges for providers of technological learning solutions. This paper investigates Finnish small and medium size companies who either develop or deliver technological solutions for education. Twelve companies were interviewed in order to capture the entrepreneurial narratives of successful design of learning solutions. Data was analyzed based on a conceptual framework. The framework draws on the situation awareness concept, meaning that we seek to answer the question how the participant enterprises examine relevant elements in their environment with regard to their development process. The results show that all the mature companies included in the study have well balanced situation awareness, but amongst the incubating and accelerating enterprises, balanced profiles are rare. 相似文献
4.
Jaakko Hilppö Lasse Lipponen Kristiina Kumpulainen Anna Rainio 《International Journal of Early Years Education》2016,24(2):157-171
This socioculturally informed study investigated children’s sense of agency in relation to their everyday life in preschool. The empirical data comprised focus groups reflection situations wherein Finnish preschool children (n. 19, aged 6–7) reflected on their everyday life with the help of photographs and drawings they made. Building on a situative and discursive take on the sense of agency, the results of this study highlight the different forms of the sense of agency talked into being in the focus groups. The results also provide evidence of the different activities within which children’s sense of agency was embedded. In addition, the study also engages with the notion of radical passivity to theoretically explore the borders of the concept of the sense of agency. In all, the study demonstrates the mundane side of children’s sense of agency and its subtle dynamics in day-to-day life in preschool. 相似文献
5.
This paper is based on a pedagogical action research initiative that explores what constitutes the ‘lived pedagogy’ of the classroom from the pupils' perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able to work, solve problems and create items together. The pupils appreciated situations in which they experienced a sense of belonging and could influence the use of time and space during the school day. The paper considers possibilities and challenges related to acknowledging pupils' voices in the lived pedagogy of the classroom. 相似文献
6.
Educational institutions are required to find new pedagogical and cognitive models and practices to cope with the challenges
of an emerging knowledge society. In creating a theoretical and practical model for future education, Scardamalia and Bereiter
have proposed the concept of knowledge building. An early implementation of this idea was in the networked classroom software
and ancillary structures known as Computer-Supported Intentional Learning Environment (CSILE). The present study aimed to
explore the indicators of knowledge building in computer-mediated discourse among 26 11-year-old Finnish students. The data
were collected during a four-week course on Energy, and consisted of students' postings stored in the CSILE database. Analysis
revealed three pedagogically and cognitively different modes of discourse: social-oriented, fact-oriented, and explanation-oriented.
These modes differed essentially from each other in the nature of the knowledge which students constructed during discourse
and in the object and focus of students' communication. During explanation-oriented discourse, students actively used abstract
and scientific concepts and the objects of their comments were theories, ideas and methods of research. Such activity is a
component of knowledge building.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
7.
Lasse Lipponen Jiri Lallimo 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(4):433-442
The continually increasing number of applications said to facilitate collaboration makes it very difficult for educators to identify and evaluate the ones that are suitable for educational purposes. In this paper we argue that from the educational point of view, it is meaningful to make a distinction between collaboratively usable applications and collaborative technology. Collaboratively usable applications are systems that can be used for collaboration, whilst collaborative technology is technology that is especially designed to support and establish collaboration. To distinguish between these two kinds of technologies, we propose four criteria for collaborative technology: its design is grounded on some explicitly argued theory of learning or pedagogical model; it relies on the idea of groupware; it provides procedural facilitation; and it offers representational and community‐building tools. 相似文献
8.
Jarkko Mylläri Heikki Kynäslahti Olli Vesterinen Sanna Vahtivuori-Hänninen Lasse Lipponen Seppo Tella 《Scandinavian Journal of Educational Research》2013,57(5):537-550
This article discusses students' pedagogical thinking in situations where the use of information and communication technologies (ICTs) has a (well-defined) pedagogical role and rationale. By analysing students' pedagogical thinking in this setting, it is also possible to better understand their motivations and self-regulation. Pedagogical thinking as viewed from the student's angle is a new area of educational research. Our research method is a combination of the Stimulated Recall interview and the semi-structured theme interview. In addition, some background data were gathered by questionnaire to discern students' different uses of ICTs and their contexts. The findings suggest how the educational use of ICTs is considered to be meaningful and motivating by both genders and among all the interviewed age groups, in spite of the fact that an acute and vocal critique seems to develop among older students. The differences reside in students' reasoning regarding decision making in task operations between genders, which was one of the background variables—girls actively include identity and opinion, while boys emphasize the quality of performance as motives for decisions. 相似文献
9.
Topi Litmanen Kirsti Lonka Mikko Inkinen Lasse Lipponen Kai Hakkarainen 《Instructional Science》2012,40(6):1083-1101
In the present study teacher students?? contextual learning experiences were examined longitudinally in authentic study environments using the contextual activity sampling system, a means of mobile-supported experience sampling. The students?? (n?=?9) experiences were first recorded during a 2?week period in their first year of study. The same measurements were repeated again for a 2?week follow-up in the second year, accompanied by interviews before and after the follow-up. The first year of study consisted mostly of lectures and ordinary small-group work, whereas the second measurement period ran parallel to the completion of an intensive inquiry-based project, which was the focus of the present study. A multivariate analysis of variance revealed that studying during the inquiry-based period produced stronger experiences of being challenged as well as negative affects than the teacher-centered period. The participants?? experiences of competence, commitment and positive affects did not differ during the two periods. However, interview data indicated that the participants enjoyed the inquiry-based period and that the work was intensive. Contextual data and interviews were also used to describe students?? experiences during one particular study session during the inquiry-based project. The results suggest that negative affects may be an essential part of the process of gradually learning to take responsibility for both individual and collaborative learning processes. Possibilities for using experience-sampling methods to analyze collaborative learning are also discussed. 相似文献
10.
This paper reports on the results of a narrative-grounded investigation ofstudent teachers' intercultural experiences and learning during their teaching practice. Our interest is in the meaning of the intercultural contact zone and how education for diversities is conceptualised and reflected upon in Finnish teacher education. Critical event narratives were collected from 10 kindergarten student teachers' teaching practice portfolios where the focus was on observing and reflecting on diversities in education. Theoretically, the study relies on Pratt's theory of contact zone. The methods and conditions for supporting student teachers' understanding of diversities in teacher education are discussed. 相似文献