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DEVELOPING THE CRAFT STUDENT TEACHERS’
COMPETENCES IN ELDERLY CARE
Mari Salovaara, Doctoral Student
Sirpa Kokko, Universit...
THE STUDY
How does the professional vision
of the craft student teachers
develop during teaching practice
in elderly care?
THE BIG PICTURE
International Erasmus+ -project
Handmade Wellbeing
Developing an educational model
to coach arts & crafts ...
THEORETICAL BACKGROUND Professional vision
PROFESSIONAL VISION
Professional’s distinctive way of looking at and interpreting phenomena of their
interest (Goodwin, 19...
THE STUDY
Setting & participants
The data
Analysis
THE SETTING & PARTICIPANTS
Craft student teachers (5) designed and conducted craft workshops in elderly care
centre
 Day ...
THE DATA
Audio recorded group discussions, 30-60 minutes (3)
 In the beginning of the practice, before visiting the care ...
ANALYSIS (IN PROGRESS)
Audio recorded discussions were transcribed and analysed as a whole
Learning diaries were analysed ...
PRELIMINARY RESULTS
Vision of learners
Vision of goals and subject
matter
Vision of teaching
Communication & interaction
VISION OF LEARNERS
At start
Physical constraints, functional
decline…
Variation between individuals
= What are the elderly...
VISION OF LEARNERS
During teaching practice
Mind & mental issues; memory
disorders
Lack of initiative & motivation,
carefu...
VISION OF SUBJECT MATTER & EDUCATIONAL
GOALS
At start
No need to learn certain skills
Activation, enhancing functional
abi...
VISION OF SUBJECT MATTER & EDUCATIONAL
GOALS
During teaching practice
Empowerment despite needing help
Making crafts reall...
TECHNIQUES
CD Weaving Felting
VISION OF TEACHING
At start
Teaching methods are little reflected
Practical things: environment, materials,
time managemen...
COMMUNICATION & INTERACTION
At start
Students emphasize their wish to connect
with elderly
Equality & reciprocity
Respect ...
CONCLUSIONS
Students are able to design a workshop
with relevant goals for elderly in care
Their professional vision devel...
WHAT’S NEXT?
2nd cycle of data collection: fall
2016
4 students, advanced practice
Preparing students for teaching
practic...
REFERENCES
Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing
world : what teachers should lea...
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Developing the craft student teachers competences in elderly care

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Presentation at International Symposium of New Issues in Teacher Education, on August 31st 2016 in University of Eastern Finland, Savonlinna.

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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 Sirpa Kokko, University Lecturer Craft Teacher Education University of Helsinki
  2. 2. THE STUDY How does the professional vision of the craft student teachers develop during teaching practice in elderly care?
  3. 3. THE BIG PICTURE International Erasmus+ -project Handmade Wellbeing Developing an educational model to coach arts & crafts professionals to design and carry out craft activities in elderly care 3 perspectives, 3 substudies The elderly The student teachers The educators
  4. 4. THEORETICAL BACKGROUND Professional vision
  5. 5. PROFESSIONAL VISION Professional’s distinctive way of looking at and interpreting phenomena of their interest (Goodwin, 1994) Professional vision for teacher means (van Es & Sherin, 2002)  Noticing classroom events that are significant and relevant to learning  Being able to connect single events and broader principles of teaching and learning  Interpreting these events to inform future pedagogical decisions What should teachers know to be able to notice? (Darling-Hammond & Bransford, 2005, Feiman-Nemser, 2003)  The learners, their learning and human development in different ages and stages of life  Subject matter and educational goals  Knowledge of teaching subject matter and different learners, classroom management
  6. 6. THE STUDY Setting & participants The data Analysis
  7. 7. THE SETTING & PARTICIPANTS Craft student teachers (5) designed and conducted craft workshops in elderly care centre  Day activity centre for elderly with memory disorders, living at home (3 students, 5-6 participants)  Residential psychogeriatric department (2 students, 4 participants) All female! Part of applied (4)/ advanced (1) teaching practice  Master-level  All courses in education completed Age: 4 students under 30, 1 student over 35 1 student had previous experience of teaching adults 0 had previous experience of working with elderly
  8. 8. THE DATA Audio recorded group discussions, 30-60 minutes (3)  In the beginning of the practice, before visiting the care home and meeting the elderly (2)  In the end of the practice, shortly after delivering all the workshops (1) Written learning diaries, 3-13 pages (5)  Loose instructions to write anything that occurs during the practice Teaching practice portfolios, 8-14 pages (5)  Portfolio guidelines as usual in teaching practice  Including e.g. reflections before and after the lessons, setting personal goals, lesson plans
  9. 9. ANALYSIS (IN PROGRESS) Audio recorded discussions were transcribed and analysed as a whole Learning diaries were analysed as a whole Portfolios: only sections concerning teaching elderly were analysed Atlas ti.  Marking interesting segments  Rough coding Codes  Phase (before / during / after teaching practice)  Content: pre-set codes (learners, subject matter & educational goals, teaching) & emergent codes (communication & interaction)
  10. 10. PRELIMINARY RESULTS Vision of learners Vision of goals and subject matter Vision of teaching Communication & interaction
  11. 11. VISION OF LEARNERS At start Physical constraints, functional decline… Variation between individuals = What are the elderly 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. On the other hand, my granma is 85, living alone and knitting socks…”
  12. 12. VISION OF LEARNERS During teaching practice Mind & mental issues; memory disorders Lack of initiative & motivation, carefulness BUT confidence grows & making crafts stimulates the elderly ”They asked constantly, if they are doing it right or if it’s good enough” ” It seemed like they didn’t remember anything from last week when they came in. But when they took their work, they remembered the making! Also, they were more confident in choosing colours.”
  13. 13. VISION OF SUBJECT MATTER & EDUCATIONAL GOALS At start No need to learn certain skills Activation, enhancing functional ability, empowerment & joy Independent initiative No exact vision of suitable techniques  Suitable level of difficulty  Something new vs. something familiar Sociability & collaboration between the elderly, making connection ”Teaching crafts outside school context feels very different; there is no curriculum and participation is voluntary.” ”I hope our workshops cheer up their everyday life and activate in a positive way.”
  14. 14. VISION OF SUBJECT MATTER & EDUCATIONAL GOALS During teaching practice Empowerment despite needing help Making crafts really activates Chosen techniques and work were suitable  Something new  Repeating, not too many different phases  Small pieces  finishing something ”Making small pieces was wise because it was possible to actually get something finished during one workshop. I think it was rewarding to them.”
  15. 15. TECHNIQUES CD Weaving Felting
  16. 16. VISION OF TEACHING At start Teaching methods are little reflected Practical things: environment, materials, time management, ability of learners Difficulties in finding suitable teacher role  Authority ??  Respect ??  Age & experience During teaching practice Motivation, encouragement is important Individual instruction  1-2 participants / teacher How much hands-on help is ok? Role: facilitator or instructor, not teacher
  17. 17. COMMUNICATION & INTERACTION At start Students emphasize their wish to connect with elderly Equality & reciprocity Respect towards elderly ”I wish to create a spirit of community, and that we (student teachers) would be equal with the elderly and they would feel comfortable to ask for advice whenever they need.” During the practice Students experience communication challenging Memory & mental disorders  Unexpected, ”strange” situations  Lack of initiative in communication How to act, react, communicate, be with elderly  Teacher role  Respect vs treating elderly like children
  18. 18. CONCLUSIONS Students are able to design a workshop with relevant goals for elderly in care Their professional vision develops during teaching practice ’Comprehensive school professional vision’ not entirely applicable Communication & finding a suitable teacher role is challenging Need for education about e.g. memory disorders and how to communicate
  19. 19. WHAT’S NEXT? 2nd cycle of data collection: fall 2016 4 students, advanced practice Preparing students for teaching practice is developed based on previous results & experiences
  20. 20. REFERENCES Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world : what teachers should learn and be able to do. The Jossey-Bass Education Series. http://doi.org/10.5860/CHOICE.43-1083 Feiman-Nemser, S. (2003). What New Teachers Need to Learn. Educational Leadership, 60(8), 25–29. Goodwin, C. (1994). Professional Vision. American Anthropologist, 96(3), 606–633. van Es, E. a., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571–596.

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