Review of the book: Pasi Sahlberg (2011) Finnish Lessons. What Can the World Learn from Educational Change in Finland?

Hautamäki, Jarkko

doi:10.17323/1814-9545-2014-4-260-268

Cited by 1 publication

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“…At the same time, circles of learning companions are encouraged, corresponding to the group project method that demands shared and synergetic responsibility for each study and research assignment. According to these methods, the greater the number of knowledge spheres and research sources and creativity, the greater the high-level and trailblazing achievements (Sahlberg, 2015(Sahlberg, , 2018. In such instances, commendation is accorded to all group members, or the project, with no specific and special attention to one of them, only.…”

Section: Personal Success Vs Group Achievement: Fostering Generic Learningmentioning

confidence: 99%

Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods

Ketko

2020

IJLTER

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In the 21 st century, generic methods and synergetic learning have been widely embraced in the areas of pedagogical and professional studies. It is crucial, especially in school-activity environments that involve technology and digital knowledge. Those who are capable of studying in teams and who promote 'collective intelligence' are likely to become influential and inspiring students and teachers. By understanding aligned visions from different viewpoints, students and teachers can maximize their efforts and talents. The idea of collective teacher efficacy (CTE) positively affects student outcomes and therefore is an essential tool in teacher training and practices. We live in the ongoing dynamics of integrated diverse thoughts, methods, disciplines, and activities. To create a better ecology for qualitative existence, numerous scholars and teachers, seek to devise necessary changes in education and social initiatives. In a world split by regimes and values, dealing with conflictual dilemmas is inevitable: preserving classical methods on the one hand, and encouraging innovative attitudes on the other. These contradictory approaches raise critical didactical questions about training future teachers and educators without prejudicing their fundamental essence. This article presents a three-years research of a group of students, at the Kibbutzim College of Education, Tel Aviv, who were trained to become professional teachers in the humanities, and their pedagogical eco-systems. It discusses some dilemmas about progressive school methods and focuses on some of the advantages and disadvantages of the generical attitudes in their practical work, regarding the gap between their first year of studying and the first year of teaching.

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Section: Personal Success Vs Group Achievement: Fostering Generic Learningmentioning

confidence: 99%

Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods

Ketko

2020

IJLTER

View full text Add to dashboard Cite

show abstract

Review of the book: Pasi Sahlberg (2011) Finnish Lessons. What Can the World Learn from Educational Change in Finland?

Abstract: Today's Finnish education started 1968 with a radical reform, when a new comprehensive system of education was introduced, to comprise nine grades, from the age 7 to 15. Since 2000, after the first PISA results, interest in Finnish education started and still, to some extent, continues.

Cited by 1 publication

References 4 publications

Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods

Training Professional Humanities’ Teachers: A Controversial Study about Generic Methods

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