Meaningful Learning Experiences in the Finnish  Teacher Education

Valli, Riccardo; Valli, Päivi; Lähdesmäki, Sirkku

doi:10.24203/ajeel.v5i2.4471

Cited by 8 publications

(9 citation statements)

References 6 publications

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“…Thus, it is necessary for teachers to make open-air activities part of the curriculum [17]. A good way to include educational experiences in this field is by using the city [18][19][20] or the close environment as didactic resources. Several areas of knowledge, like physical education [21,22] or natural and experimental sciences [11,23,24] already occasionally link leisure and open-air learning, and have been associated with good results in the acquisition of knowledge, self-efficiency and environmental consciousness.…”

Section: Introductionmentioning

confidence: 99%

Social Sciences, Art and Physical Activity in Leisure Environments. An Inter-Disciplinary Project for Teacher Training

et al. 2018

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Factors such as social change and increasing urbanization processes in the early years of the 21st century have caused a reduction in the amount of time that children devote to leisure activities in the open-air, resulting in more sedentary lifestyles than children in previous decades. An education in healthy habits from early ages to increase children's physical and mental well-being together with their level of cultural knowledge contributes to the acquisition of a Leisure Culture that allows children to perceive the close environment as a scene for learning and enjoyment. It is thus be necessary for schools to foster pedagogical experiences, taking the physical and cultural environment as teaching resources. An innovation project is proposed which will be implemented with 25 university students from the School of Teacher Training and Education at the University of Oviedo (Oviedo, Spain). The project will consist of the proposal of educational itineraries through the city of Oviedo and Mount Naranco. As teachers-to-be, students must combine knowledge of the related areas and generate inter-disciplinary activities throughout the routes that will foster respect for the environment and leisure based on culture and physical activity, attitudes that they will transmit to their own students in the future.

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Section: Introductionmentioning

confidence: 99%

Social Sciences, Art and Physical Activity in Leisure Environments. An Inter-Disciplinary Project for Teacher Training

et al. 2018

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“…To date, there have been only a few studies focussing on students' personal experiences of meaningfulness in the context of teacher education (e.g. Harvord & MacRuairc, 2008;Korthagen, 2001a;Schmidt, 2010;Valli, Valli, & Lähdesmäki 2017). However, meaningful learning experiences have been studied widely in the context of adult learning and non-formal education (e.g.…”

Section: Characteristics Of Personally Meaningful Learning Experiencesmentioning

confidence: 99%

Meaningful learning in teacher education

Kostiainen

Ukskoski

Ruohotie‐Lyhty

et al. 2018

Teaching and Teacher Education

154

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“…The Work-Based Learning Model practiced in Finland implies effective integration of the curriculum and work practice in order to use work experience as a source of training. Experience is a student's "living textbook" and an important andragogical principle (Valli et al, 2017). Work-based learning is motivation for students to move from educational institutions to working life.…”

Section: Literature Reviewmentioning

confidence: 99%

Posterior Models of Learning Activity in Higher Educational Institution as a Condition for Future Teacher’s Training Improvement

Rudenko¹,

Gruzdova²,

Emelyanova³

et al. 2020

ARPHA Proceedings

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Improvement of the educational process at the university through implementation of a domestic and national order for training a professional person, combining theoretical knowledge with practical experience, is the most important task of higher education. The purpose of the article is to substantiate and expand capabilities of the posterior component in training of teaching staff. In this context, the article discloses the concept of "posterior model". Domestic and foreign studies (D. Boud and J. Pascoe, D. A Kolb, RW Jone, ES Henderson, etc.) on the introduction of a posterior models in the process of training future teachers, which can bring vocational training in line with new social realities, international standards, make a student a real subject of his education are systemized. The leading ideas and theoretical approaches to designing such models at a university are explained in the article. The principal method of obtaining empirical data was the questionnaire method, conducted among 200 students of Togliatti State University. It allowed us to identify the "difficulties" that motivate future teachers to make their own "discoveries" and compensate for the missing knowledge in the process of attracting additional information. The result of the study and the subject of discussion is substantiation of the ways of students' individual creative experience. In conclusion, it is stated that the posterior model allows us to correlate the level of students' professional competence, set by the professional standard, with the needs of the subjects of the educational process. This article is aimed at teachers, researchers, heads of educational institutions involved in improving of teacher education.

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Meaningful Learning Experiences in the Finnish Teacher Education

Cited by 8 publications

References 6 publications

Social Sciences, Art and Physical Activity in Leisure Environments. An Inter-Disciplinary Project for Teacher Training

Social Sciences, Art and Physical Activity in Leisure Environments. An Inter-Disciplinary Project for Teacher Training

Meaningful learning in teacher education

Posterior Models of Learning Activity in Higher Educational Institution as a Condition for Future Teacher’s Training Improvement

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