Phenomenon-based learning in Finland

The purpose of this study is to understand Finnish teachers’ teacher trainers’ and school leaders’ perspectives on Phenomenon-Based Learning (PhBL) and its implementation as a pedagogical approach. In order to best inform future practices and borrowing within and from the Finnish education system, i...

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Bibliografiset tiedot
Päätekijä: Naik, Rajani Prakash
Muut tekijät: Kasvatustieteiden ja psykologian tiedekunta, Faculty of Education and Psychology, Kasvatustieteiden laitos, Department of Education, Jyväskylän yliopisto, University of Jyväskylä
Aineistotyyppi: Pro gradu
Kieli:eng
Julkaistu: 2019
Aiheet:
Linkit: https://jyx.jyu.fi/handle/123456789/64611
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author Naik, Rajani Prakash
author2 Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Kasvatustieteiden laitos Department of Education Jyväskylän yliopisto University of Jyväskylä
author_facet Naik, Rajani Prakash Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Kasvatustieteiden laitos Department of Education Jyväskylän yliopisto University of Jyväskylä Naik, Rajani Prakash Kasvatustieteiden ja psykologian tiedekunta Faculty of Education and Psychology Kasvatustieteiden laitos Department of Education Jyväskylän yliopisto University of Jyväskylä
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description The purpose of this study is to understand Finnish teachers’ teacher trainers’ and school leaders’ perspectives on Phenomenon-Based Learning (PhBL) and its implementation as a pedagogical approach. In order to best inform future practices and borrowing within and from the Finnish education system, it is important to represent the practitioners’ voice in the discourse around PhBL. This study was conducted with two secondary school teachers, a teacher trainer and a school leader from two different municipalities in Finland. The data collection process involved detailed semi-structured interviews in order to uncover perceptions, reflections and opinions regarding the implementation of PhBL in Finnish primary and secondary grade classrooms. This data was analysed through the methods of thematic analysis. The result of this study shows that PhBL is perceived in two manners - one as removing unnatural and inorganic silos in education such as subjects and the other as learning being driven and directed by the learner. Further themes emerged which discussed the challenges and support systems that exist in implementing PhBL and addressed the changing world and its mandates for education. This research project concluded that although Finland is making headway in addressing the needs of the changing world through education, a significant amount of support and motivation is required to make further progress.
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spellingShingle Naik, Rajani Prakash Phenomenon-based learning in Finland phenomenon-based learning pedagogical approach learner driven Finnish Finland Master's Degree Programme in Education 102 koulutus oppiaineet oppiminen muutos käsitykset education and training curriculum subjects learning change conceptions
title Phenomenon-based learning in Finland
title_full Phenomenon-based learning in Finland
title_fullStr Phenomenon-based learning in Finland Phenomenon-based learning in Finland
title_full_unstemmed Phenomenon-based learning in Finland Phenomenon-based learning in Finland
title_short Phenomenon-based learning in Finland
title_sort phenomenon based learning in finland
title_txtP Phenomenon-based learning in Finland
topic phenomenon-based learning pedagogical approach learner driven Finnish Finland Master's Degree Programme in Education 102 koulutus oppiaineet oppiminen muutos käsitykset education and training curriculum subjects learning change conceptions
topic_facet 102 Finland Finnish Master's Degree Programme in Education change conceptions curriculum subjects education and training koulutus käsitykset learner driven learning muutos oppiaineet oppiminen pedagogical approach phenomenon-based learning
url https://jyx.jyu.fi/handle/123456789/64611 http://www.urn.fi/URN:NBN:fi:jyu-201906143197
work_keys_str_mv AT naikrajaniprakash phenomenonbasedlearninginfinland