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Developing the craft student teachers' competences in elderly care


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A presentation in Culture Health and Wellbeing Conference 2017 in Bristol. Topic: What do craft student teachers learn about instructing craft making for older people during their teaching practice in elderly care setting?

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Developing the craft student teachers' competences in elderly care

  1. 1. DEVELOPING THE CRAFT STUDENT TEACHERS’ COMPETENCES IN ELDERLY CARE Mari Salovaara, Doctoral Student Craft Teacher Education University of Helsinki
  2. 2. THE STUDY What do craft student teachers learn about instructing craft making for older people during their teaching practice? Photo: Carolina Mobarac
  3. 3. CRAFT TEACHER EDUCATION Subject teacher education 5 years, 300 study points/ECTS Includes pedagogical studies (60 ECTS) Focus is on school pedagogy But some go to work in other settings Teaching practice is part of the pedagogical studies (20-23 ECTS)
  4. 4. THE SETTING & PARTICIPANTS Craft student teachers (14) designed and conducted craft workshops in elderly care settings ­ Part of master-level teaching practice 2 student had previous experience of teaching adults 2 had previous experience of working with older people All students had experience of teaching crafts in school
  5. 5. THE DATA Audio recorded group discussions, 30-90 minutes ­ At the beginning & at the end of the teaching practice Written learning diaries, 3-13 pages ­ Fairly loose instructions Teaching practice portfolios, 8-14 pages ­ Including e.g. reflections before and after the lessons, setting personal goals, lesson plans
  6. 6. ANALYSIS (IN PROGRESS) Qualitative content analysis Coding phases ­ before / during / after teaching practice Coding content ­ learners ­ subject matter & educational goals ­ instruction & methods ­ communication & interaction
  7. 7. VISION OF THE LEARNERS At start Physical constraints, functional decline = What are the older participants able to do? ” You can’t use too thin yarns, or… because of poor sight. So basically we were wondering about the challenges and constraints.” During teaching practice Memory disorders Carefulness, underestimating their work, skills & capability ”They asked constantly, if they are doing it right or if it’s good enough” ”They didn’t remember anything from last week when they came in. But they remembered the making! Also, they were more confident in choosing colours.”
  8. 8. VISION OF THE SUBJECT MATTER & EDUCATIONAL GOALS At start No need to learn/teach certain skills Activation, empowerment & joy Independent initiative Suitable techniques? Sociability & collaboration between the elderly, making connection During teaching practice Making crafts really activates Empowerment despite needing help Experimenting with techniques Sociability & interaction may be more important than the making itself
  9. 9. VISION OF INSTRUCTION & METHODS At start Instructional methods are little reflected Practical things: environment, materials, time management, ability of participants Suitable role for an instructor? During teaching practice Motivation, encouragement is important Individual instruction How much hands-on help is ok? Role: to inspire, encourage & facilitate
  10. 10. COMMUNICATION & INTERACTION At start Equality & reciprocity Respect towards older people ”I wish to create a spirit of community, and that we would be equal with the older participants and they would feel comfortable to ask for advice whenever they need.” During the practice Basically, communication is the same as with anyone Some challenges due to memory & mental issues Good connection is the most important Significance of sociality
  11. 11. CONCLUSIONS Mental barriers of participation are higher than the physical ones Interaction & being together is the main target; making something together facilitates this Individual differences are huge; differentiation The instructor & suitable pedagogy play an important role Student teachers are able to adapt their pedagogy to different contexts BUT important to know in advance something general about special issues Photo: Carolina Mobarac
  12. 12. WHAT’S NEXT? Continue with the analysis Submitting the article during 2017 More about the Handmade Wellbeing project & my research Thank you! Photo: Carolina Mobarac