Phenomenon-based learning in in-service teachers’ education on L1 and literature
Submitted by:
Merja Kauppinen
Abstract:
The scope of L1 and literature instruction is being renewed. The aims of multi-literacy and the cross-curricular aspects of teaching affect the aims, content and methodological choices in L1 and literature instruction (Fogarty & Brian 2009; Vollmer 2006). In addition, L1 learning environments are multiple because of the use of technology in teaching. Furthermore, there is also a pedagogical turn in instruction (c.f. Holm & Pitkänen-Huhta 2012) that effects pressure to enhance pedagogical professionalism among L1 teachers.
In line this renewed pedagogy, the model of a year-long in-service education program for primary school teachers in the mother tongue (Finnish) and literature was created in 2011 and has been implemented at the University of Jyväskylä. The program emphasizes phenomenon-based learning instead of restricting itself to L1 and literature content. Since 2011, 61 teachers and graduating teaching students have completed the program.
The present study investigated teachers’ phenomenon-based learning as a resource for renewing pedagogy. The study’s research questions included the following.
1. What type of phenomenon-based learning does the in-service education program support according to the teachers’ experience?
2. How do the participants use the possibilities of phenomenon-based learning to develop content and methods for teaching L1 and literature?
The data consisted of the activities planned, implemented and assessed in the program, as well as the answers to a feedback questionnaire (n = 61) administered at the end of the program. The program consisted of five modules, founded on such pedagogical bases as right-time peer- and self-reflection of action, practical and virtual support of peers and educators and guided testing in each teacher’s class. The questionnaire asked teachers what they had learned in various content areas and their level of satisfaction with the program’s educational practices. The data were analyzed by data-driven content analysis (categorical analysis). The results showed that teachers used real-world literacy situations as a learning resource in their instruction. Teachers especially cited the effects of their classroom interventions and thematic, problem-based learning programs.
References
Fogarty, R. J. & Brian, M. P. 2009. How to integrate the curricula. 3rd edition. California: SAGE.
Holm, L. & Pitkänen-Huhta, A. 2012. Literacy practices in transition: setting the scene. In L. Holm & A. Pitkänen-Huhta 2012. Literacy practices in transition. Perspectives from the Nordic countries. Bristol: Multilingual Matters, 1–23.
Vollmer, H. J. 2006. Intergovernmental Conference Languages of Schooling: towards a Framework for Europe. Strasbourg: Language Policy Division.
The scope of L1 and literature instruction is being renewed. The aims of multi-literacy and the cross-curricular aspects of teaching affect the aims, content and methodological choices in L1 and literature instruction (Fogarty & Brian 2009; Vollmer 2006). In addition, L1 learning environments are multiple because of the use of technology in teaching. Furthermore, there is also a pedagogical turn in instruction (c.f. Holm & Pitkänen-Huhta 2012) that effects pressure to enhance pedagogical professionalism among L1 teachers.
In line this renewed pedagogy, the model of a year-long in-service education program for primary school teachers in the mother tongue (Finnish) and literature was created in 2011 and has been implemented at the University of Jyväskylä. The program emphasizes phenomenon-based learning instead of restricting itself to L1 and literature content. Since 2011, 61 teachers and graduating teaching students have completed the program.
The present study investigated teachers’ phenomenon-based learning as a resource for renewing pedagogy. The study’s research questions included the following.
1. What type of phenomenon-based learning does the in-service education program support according to the teachers’ experience?
2. How do the participants use the possibilities of phenomenon-based learning to develop content and methods for teaching L1 and literature?
The data consisted of the activities planned, implemented and assessed in the program, as well as the answers to a feedback questionnaire (n = 61) administered at the end of the program. The program consisted of five modules, founded on such pedagogical bases as right-time peer- and self-reflection of action, practical and virtual support of peers and educators and guided testing in each teacher’s class. The questionnaire asked teachers what they had learned in various content areas and their level of satisfaction with the program’s educational practices. The data were analyzed by data-driven content analysis (categorical analysis). The results showed that teachers used real-world literacy situations as a learning resource in their instruction. Teachers especially cited the effects of their classroom interventions and thematic, problem-based learning programs.