Effective Research Workshop for Class Teacher Education
Discover the good practice of a research workshop in class teacher education, focusing on essential skills like observation, interview methods, and data analysis. This workshop equips students with the knowledge and tools needed to excel in the field of educational sciences and teaching practices, promoting research-based thinking and professional growth right from the start of their studies.
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Presentation Transcript
Research workshop in class teacher education An example of good practice Mikkil -Erdmann & Nummi ConnEcTEd 2021
Extent and duration: 180 ECTS / 3 years (BA) + 120 ECTS / 2 years (MA) ---- a qualified teacher only after finishing the degree of Master of Arts in Education Class teacher education in Finland The major subject is educational sciences (combining theoretical and practical contents such as educational research, general research skills, pedagogical knowledge and teaching practices), but the studies include also multidisciplinary studies (subjects taught in primary school like math, biology, history, sports etc.) and language and communication studies Usually, a class teacher works in primary education (grade 1-6, age 7-13), teaches several subjects and is responsible for a certain class for at least one school year or even through primary school
An obligatory course for class teacher students in their 1. year of studies Research workshop what? Starting with general introduction into research-based teacher education and then dealing with observation and interview methods that are needed in everyday teacher practice An integration of educational science, research methods and empirical data collection and containing pedagogical knowledge (PK), pedagogical content knowledge (PCK) and practice
1. the students get to know the basics of research, research methods and critical data management in the field of educational sciences 2. the students get to know the basics of how to apply research skills to their work as a class teacher (the link of theory and practice) Research workshop goals 3. the students get into a learning process, which leads to understanding the significance of research of educational sciences in teacher s profession In other words: The target of the course is to lead the students into research-based thinking, reflecting, and discussing from the very beginning of their studies and to help them to understand the linkages between science and teacher s profession.
Research workshop content Observation, interview and survey in class teacher s profession; video recording supporting the development of professional skills Case study and multi-methodism as approaches Familiarizing with an educational theme, which is essential for developing as a teacher Familiarizing with research literature, literature search, study strategies, information literacy Research ethics as a base for professional ethics The basics of data analysis, scientific writing and reporting Scientific conversational culture and group work
consists of lectures, a small empirical study with data collection during the 1. teaching practice in the practice school, group work, reading circles, critical information search and independent work. Students also write a report, which follows the official frame of a peer-reviewed empirical article. The evaluation is based on the group report, and an individual exam based on the lectures and research literature. In addition, the students write a reflection questionnaire at the very end of the course targeting at integration of lessons learnt from research workshop and teaching practice (5 ECTS in total). Research workshop execution taught by teacher educators, university researchers, cooperating teachers at the practice school and librarians of the faculty of education. is followed by Research workshop 2 and 3 (bachelor thesis seminar), which help the students to deepen their research skills and to understand the meaning of these studies in teacher s profession.
Resources Mikkil -Erdmann, M. & Iiskala Tuike (2020). Developing learning and teaching practices for adults- perspectives from conceptual change and metacognition research. In E. Kallio (Ed.) Development of Adult thinking. Perspectives from Psychology, Education and Human Resources. Routledge pp- 123-140 Mikkil -Erdmann, M., Iiskala, T. (2020). Tutkimusperusteinen luokanopettajakoulutus t n n ja tulevaisuudessa sivistyst tieteest . Kasvatus 51 (2), 142 152. Mikkil -Erdmann, M., Warinowski, A., & Iiskala, T. (2019). Teacher education in Finland and future directions. In Oxford Research Encyclopedia of Education. https://opas.peppi.utu.fi/en/course/LUOT0026/19931
