LEARNING AS A PHENOMENON –MANUSCRIPT OF PHENOMENON BASED LEARNING
What is good pedagogic – how does learning take place? What kind of information is needed? What motivates to seek information? What inspires for the solving of challenges? How is the information addressed, connected and adapted? What is the teacher's role in learning? How does she understand the pedagogics? How does the teacher adapt her own information theoretical thoughts and her operation to the future pedagogics? How does she see her learning environment?
The learning should be seen as a conceptual change in the interaction with the environment. Instead of the doctrine contents the real reality is central and the rising phenomena from there. Instead of one discipline the examination is directed to the phenomena at an interdisciplinary point of view (transdiciplinary integration). The examining of the phenomena, 21st century skills and contextual –pedagogical perspective to the curriculum are skills and knowledge that will develop and deepen during the practicums in primary school teacher training as well as in in –service teacher training in Kokkola University Consortium Adult teacher training program.
The teacher's challenge to strengthen the pupils' today's natural ways to learn, to address and to produce information in contextual-pedagogical learning environments is more and more actual today. It is the teacher's task to act as the construction worker of the bridges of the learning between a school and other learning environments. She will also support and enable different working methods and is capable of guide pupils to deepen their knowledge as well as skills. Our question is: How does the teachers in-service training meet these challenges?
When working in contextual pedagogical environment, the teacher will emphasize transformational pedagogic, 21st century skills and the questions of evaluation and planning. As a 21st century teacher the question you will face every day is: "How is the pupils' know-how obtained as resources for the learning and teaching?
The presentation is based on three years research project in Finnish schools during years 2012 and 2014. In this research we use Q.E.D model to identify the central pillars of high-quality education and build a long lasting in-service teacher training to give teachers and schools tools to move from traditional or transitional education model to 21st century transformational setting. The final purpose of the study is to involve teachers to design of a new school building from transformational educational and pedagogical point of view.
The research questions are:
1. How do school policy makers and teachers define school culture and pedagogical culture compared to Q.E.D model of traditional, transitional, and transformational education?
2. What kind of in-service teacher training will help teachers to identify high-quality education and how will this training influence to school culture and pedagogical choices?
3. What are the key tools teachers and schools will need to move towards transformational education and pedagogic?
In this presentation, we will open the first results of questionaries’ as well as demonstrate the model of Contextual-pedagogical approach to planning where the society and the child's everyday contact surface will meet the pedagogical issues and operation culture of the school. This pedagogical approach to planning and teaching includes key elements of transformational education model. Will this model give tools to meet the future?