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Teachers' Perceptions of Social Support in the Co-Planning of Multidisciplinary Technology Education
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Aarnio, Hanna Emilia; Clavert, Maria; Kangas, Kaiju; Toom, Auli – Design and Technology Education, 2021
In Finland, technology education is a multidisciplinary field where team teaching serves as a basis for the integration of technology across different school subjects. However, Finnish teacher education does not adequately prepare the student teachers for multidisciplinary technology education, and the professional competency is often gained…
Descriptors: Foreign Countries, Technology Education, Teacher Attitudes, Team Teaching
Guided Reflection Procedure as a Method to Facilitate Student Teachers' Perception of Their Teaching to Support the Construction of Practical Knowledge
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Allas, Raili; Leijen, Äli; Toom, Auli – Teachers and Teaching: Theory and Practice, 2020
This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure. Deductive qualitative content analysis was performed on meaningful…
Descriptors: Reflection, Student Teachers, Student Attitudes, Theory Practice Relationship
Teacher Candidate Learning of Action-Oriented Knowledge from Triggering Incidents in Teaching Practice
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Toom, Auli; Tiilikainen, Mikko; Heikonen, Lauri; Leijen, Äli; Mena, Juanjo; Husu, Jukka – Teachers and Teaching: Theory and Practice, 2019
This study investigated student teachers' (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. Student teacher's action-oriented knowledge is understood as core capability for the practice of teaching, and learning of action-oriented knowledge needs to be…
Descriptors: Knowledge Level, Critical Incidents Method, Preservice Teacher Education, Knowledge Base for Teaching
Supporting the Construction of Teacher's Practical Knowledge through Different Interactive Formats of Oral Reflection and Written Reflection
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Allas, Raili; Leijen, Äli; Toom, Auli – Scandinavian Journal of Educational Research, 2017
The relevance of initial teacher education is a widely recognised concern. Researchers are striving to find innovative pedagogies that would better prepare student teachers for actual day-to-day teaching. In this study, a guided reflection procedure is presented that aimed to support student teachers in constructing practical knowledge and linking…
Descriptors: Teaching Methods, Knowledge Base for Teaching, College Faculty, Foreign Countries