FIRST-YEAR TEACHER EDUCATION STUDENTS’
REFLECTIONS AND INTERPRETATIONS ABOUT
SUSTAINABLE DEVELOPMENT AND
ENHANCING LEARNIN...
Background of the study
• The complex and multi-disciplinary
nature of sustainable development :
• Local <-> Global
• Form...
Research aims
• To create baseline knowledge about
the use of out-of-school environments,
expertise and technology in Finn...
Conceptual model for learning ecosystem
Phenomena related to SD

Information
resources

Non-digital

Digital

Community
re...
Research questions
1. How do first-year teacher education students
a) perceive sustainable development?
b) see the role of...
Participants
• 121 First-year teacher education students
• Class teacher education (N= 46)
• Kindergarten teacher educatio...
Data collection methods and analysis
Data

Analysis

Qualitative data,
open-ended items.

Deductive (Brown et
al., 1987) a...
How do first-year teacher students of
education perceive sustainable development?
Perceptions of sustainable development
7...
How do first-year teacher education
students see the role of sustainability and
forests in the future in work as a teacher...
Research question 2 a: Learning outside
school in forest and nature environments
n = 15, (alpha .854), N=121, item medians...
Research question 2 a: Participating in learning
projects that integrate school subjects
Never

Seldom

A few times

Often...
Research question 2 b: Collaboration with
expert communities

Never

Seldom

A few times

Often

Very often

n = 10, (alph...
Research question 2 c: Using ICT for
collaboration with expert communities
Never

Seldom

A few times

Often

Very often

...
Research question 2 c: Frequencies of the use of
technology and tools
A few times (3)

Often (4)

Very often (5)

19.8
6.6...
Research question 3. Students with least, between,
and most experiences and their intent in their
future work.
In past edu...
Summary of the results
• Understanding the multidisciplinary nature of SD
is a challenge.
• The results reveal the problem...
Implications
If we agree, (as we should) that SD and forest are important parts
of education, we should be able to do in t...
References:
• Mitra, S. 2013. Build a School in the Cloud
http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_clou...
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First-year teacher education students’ reflections and interpretations about sustainable development and enhancing learning practices

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  • First-year teacher education students’ reflections and interpretations about sustainable development and enhancing learning practices

    1. 1. FIRST-YEAR TEACHER EDUCATION STUDENTS’ REFLECTIONS AND INTERPRETATIONS ABOUT SUSTAINABLE DEVELOPMENT AND ENHANCING LEARNING PRACTICES Anu Liljeström , Henriikka Vartiainen, Petteri Vanninen, Jorma Enkenberg & Sinikka Pöllänen University of Eastern Finland, Philosophical Faculty, School of Applied Educational Science and Teacher Education Savonlinna Campus Forest as Learning Environment- project Blended learning- TechnologyEnhanced Teaching and Learning Environments- project
    2. 2. Background of the study • The complex and multi-disciplinary nature of sustainable development : • Local <-> Global • Formal <-> Informal • Transdisciplinarity (UNESCO, 2005; 2009) • Skills for the 21st century (Binkley et al., 2011; NETP, 2010)
    3. 3. Research aims • To create baseline knowledge about the use of out-of-school environments, expertise and technology in Finnish education • To find out how the first year teacher education students intent to use the pillars of the learning ecosystem as part of their future teaching
    4. 4. Conceptual model for learning ecosystem Phenomena related to SD Information resources Non-digital Digital Community resources Technological resources Real-life objects for making for searching information for organizing, constructing, and presenting data for collecting information for collaboration for reflecting on and evaluating knowledge and information Extended school School
    5. 5. Research questions 1. How do first-year teacher education students a) perceive sustainable development? b) see the role of sustainability and forests in the future in work? 2. How much do first-year teacher education students have had experiences in their past education about learning in diverse a) physical (nature and culture), b) social (extended communities), and c) technological environments? 3. Does the intent work as a teacher depend on the students’ experiences and the relationship to the forest?
    6. 6. Participants • 121 First-year teacher education students • Class teacher education (N= 46) • Kindergarten teacher education ( N=41) • Home economics teacher education ( N=22) • Textile teacher education (N=11) • 18-41 years, Md= 20 years, 82 % female
    7. 7. Data collection methods and analysis Data Analysis Qualitative data, open-ended items. Deductive (Brown et al., 1987) and inductive content analysis Items Reliability n=3 SD and forest Quantitative data, close –ended items (five-point Likert scale): n=45 Alpha .914 Past education and future work as a teacher Descriptive statistical n=35 methods Kruskal–Wallis one-way analysis of variance Alpha .910 Use of technology and tools Descriptive statistical methods Alpha .749 n=6
    8. 8. How do first-year teacher students of education perceive sustainable development? Perceptions of sustainable development 70.0 60.0 61.2 50.0 Percent 40.0 30.0 24.8 20.0 10.0 .8 0 11.6 .0 Ecological (missing 1,6 %) Social Economic Combination Other
    9. 9. How do first-year teacher education students see the role of sustainability and forests in the future in work as a teacher? Forest and SD SD and future teaching 40 45 37.6 42.5 40 35 34.9 35 30 30 25.6 25 20 25 17.9 22.6 20 17.1 15 15 10 10 10.5 5 8.5 5 1.7 0.1 0 0 As teaching content As teaching method As teaching content As enrichment of teaching As learning environment As combination As learning environment As mediator Value itself Other Other
    10. 10. Research question 2 a: Learning outside school in forest and nature environments n = 15, (alpha .854), N=121, item medians Never Seldom A few times Often Very often Using Effectiveness of the using Learning projects situated outside In kindergarten 1 2 3 4 5 In primary school 1 2 3 4 5 In secondary school 1 2 3 4 5 In high school 1 2 3 4 5 Future 1 2 3 4 5
    11. 11. Research question 2 a: Participating in learning projects that integrate school subjects Never Seldom A few times Often Very often n = 5, (alpha .839), N=121, item medians In kindergarten 1 2 3 4 5 In primary school 1 2 3 4 5 In secondary school 1 2 3 4 5 In high school 1 2 3 4 5 Future 1 2 3 4 5
    12. 12. Research question 2 b: Collaboration with expert communities Never Seldom A few times Often Very often n = 10, (alpha .866), N=121, item medians In kindergarten 1 2 3 4 5 In primary school 1 2 3 4 5 In secondary school 1 2 3 4 5 In high school 1 2 3 4 5 Future 1 2 3 4 5 Visits to expert communities Experts’ visits to the schools
    13. 13. Research question 2 c: Using ICT for collaboration with expert communities Never Seldom A few times Often Very often n = 5, (alpha .805), N=121, item medians In kindergarten 1 2 3 4 5 In primary school 1 2 3 4 5 In secondary school 1 2 3 4 5 In high school 1 2 3 4 5 Future 1 2 3 4 5
    14. 14. Research question 2 c: Frequencies of the use of technology and tools A few times (3) Often (4) Very often (5) 19.8 6.6 27.3 13.2 37.2 9.9 21.5 27.3 29.8 18.2 24.0 41.3 8.3 43.0 22.3 13.2 1.7 19.8 3.3 3.3 2.32 3.61 2.52 2.66 2 4 3 3 Tools for organizing, constructing, and presenting data (%) Tools for reflecting on and evaluating knowledge and information (%) 32.2 36.4 20.7 8.3 1 0.8 2.08 2 16.5 41.3 33.1 9 7.4 - (0.0) 2.32 2 ´ Median Seldom (2) Physical tools for making (%) Tools for searching for information (%) Tools for collaboration (%) Tools for collecting information (%) Mean Never (1) n=6, M = 2.58, (alpha = .749) N=121, item medians
    15. 15. Research question 3. Students with least, between, and most experiences and their intent in their future work. In past education vs. future intent
    16. 16. Summary of the results • Understanding the multidisciplinary nature of SD is a challenge. • The results reveal the problematic interpretations that students have about the nature of SD and role of the forest. Conceptions of manners in integration of SD with school practices vary strongly. • Students have very few experience of learning which is situated in diverse learning ecosystem. If this trend will continue, it will be very difficult to integrate SD and forest to school practices. • The experiences in the students’ own school history and their perceptions of the roles of diverse learning ecosystem in their future careers as a teacher are deeply connected
    17. 17. Implications If we agree, (as we should) that SD and forest are important parts of education, we should be able to do in teacher education following: 1. During their studies the students should face with complex and multidimensional challenges, phenomena and to embedded real objects outside of classrooms (cf. Vartiainen and Enkenberg 2013). 2. Students should have opportunities to work with relevant open learning tasks, to design their learning ecosystem and construct collaboratively solutions (cf. Vartiainen et al, 2012, Liljeström et al, 2013, Mitzuko et al, 2013, OpenForest –portal Vanninen et al, 2013). 3. Learning processes should emphasize self-organization while solving complex multidisciplinary tasks (cf. Mitra 2013)
    18. 18. References: • Mitra, S. 2013. Build a School in the Cloud http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html?utm_campaign=&utm_source=plus.url.google.co m&utm_content=awesm-publisher&awesm=on.ted.com_TEDPrize2013&utm_medium=on.ted.com

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