This study explores third-year preservice physics teachers' (n ¼ 32) views concerning the objectives of practical work at school and university. Content analysis of their essays about practical work revealed not only the objectives of the practical work undertaken but also how they had experienced teaching as school and university students. The objectives most commonly referred to were related to the connections between theory and practice, motivation, understanding phenomena, learning how to observe, and learning how to report. In contrast, some objectives were recognized only rarely, which is an important issue for discussion as a future challenge. Preservice teachers' positive experiences of practical work resulted from the successful implementation of practical work. According to our findings, practical work can in many cases be regarded as successful, especially when the participants understand the objectives of the teaching. In contrast, negative experiences reflected failures or difficulties in implementation. We conclude by suggesting that preservice teachers should be offered opportunities to reflect on their previous experiences and to see and experience in practice the advantages of practical work.
Fysiikan ja matematiikan laitos, Itä-Suomen yliopisto Tiivistelmä Aineenopettajankoulutuksen järjestämistä säätelee asetus, mutta käytännön tasolla toimintaa voidaan tutkimusperustaisesti kehittää ja toteuttaa monin tavoin. Tässä artikkelissa esittelemme kuinka Joensuussa on kehitetty fysiikan opettajankoulutusta ainelaitoksella tehtävän tieteellisen tutkimuksen keinoin noin 20 vuoden ajan. Aineenopettajakoulutus kestää kokonaisuudessaan keskimäärin viisi vuotta, joista neljä vuotta opettajaopiskelija työskentelee ainelaitoksen tarjoamien opintojen parissa. Opettajaopiskelijan näkemykset ainesisällön, opettamisen j a o p p i m i s e n k y s y m y k s i s t ä v o i v a t k e h i t t y ä k o k o v i i s i v u o t i s e n o p e t t a j a n k o u l u t u k s e n a j a n , j o s tutkimukseen perustuvat opinnot organisoidaan oikealla tavalla. Tämän lisäksi myös ainesisällön oppiminen voi olla erittäin tehokasta. Artikkelin avulla osoitamme, että myös ainelaitosten opettajankoulutuksen tulisi aina perustua tieteelliseen tutkimukseen.
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