University of Oulu

Liisa Ilomäki, Minna Lakkala, Auli Toom, and Hanni Muukkonen, “Teacher Learning within a Multinational Project in an Upper Secondary School,” Education Research International, vol. 2017, Article ID 1614262, 13 pages, 2017. doi:10.1155/2017/1614262

Teacher learning within a multinational project in an upper secondary school

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Author: Ilomäki, Liisa1; Lakkala, Minna1; Toom, Auli2;
Organizations: 1Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
2Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
3Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.2 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe201708178141
Language: English
Published: Hindawi Publishing Corporation, 2017
Publish Date: 2017-08-17
Description:

Abstract

In this case study, we investigated teachers’ professional learning within a multinational project in an upper secondary school. The aim of the study was to investigate how the participating teachers adopted and applied the trialogical approach (TLA) in their pedagogical practices and their challenges in doing that. The mixed method approach was used for data collection and analysis. About one-fourth of the teachers participated in the activities, ten females and three males. Three groups were identified, based on their activity in the project: pilot teachers, active adopters, and adopters. Altogether 79 students (38 males and 41 females) answered a questionnaire concerning the pedagogical practices. The pedagogical revisions were well in line with TLA; the revised courses as well as new iterations and new ideas were indicators of the teachers’ creative implementation processes. However, some of the TLA ideas were more difficult to apply in an upper secondary school context; for example, the implementation of ideas involving cross-fertilization with other organizations and cultures was rare. In order to learn new pedagogical practices, teachers need organized time for collaborative planning, for reflecting, and for sharing.
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Series: Education research international
ISSN: 2090-4002
ISSN-E: 2090-4010
ISSN-L: 2090-4002
Volume: 2017
Article number: 1614262
DOI: 10.1155/2017/1614262
OADOI: https://oadoi.org/10.1155/2017/1614262
Type of Publication: A1 Journal article – refereed
Field of Science: 515 Psychology
516 Educational sciences
Subjects:
Funding: The study was partially supported by the EU-funded KNORK project (543154-LLP-1-2013-1-FI-KA3-KA) and ARONI Research Project (285806) funded by the Academy of Finland. The authors are very grateful to the principal of the school as well as to teachers and students who volunteered to participate in the study.
Academy of Finland Grant Number: 285806
Detailed Information: 285806 (Academy of Finland Funding decision)
Copyright information: © 2017 Liisa Ilomäki et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
  https://creativecommons.org/licenses/by/4.0/