MED FORMGIVNING I FOKUS : En studie om holistisk slöjd i lärarutbildningen
Sjöberg, Barbro (2009-09-23)
Sjöberg, Barbro
Åbo Akademi - Åbo Akademi University
23.09.2009
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2018090534641
https://urn.fi/URN:NBN:fi-fe2018090534641
Tiivistelmä
This thesis has its origin in a need to develop my own teaching, with a focus on how design could be integrated into the university subject sloyd in a more effective way. The research approach is hermeneutical and is built on a recontextualisation of knowledge and understanding obtained from the education of designers.
The problem field is defined and presented on the basis of the structure of the main studies of the university subject sloyd education at Åbo Akademi University in Vaasa. The problem field is confined to a design aspect, which means that design represents an area of knowledge and skill of its own within the students’ sloyd activity. In the thesis the problem field is enlightened from different angles and in relation to the overall aim, to develop a teaching method to help the student to form a holistic conception of the subject sloyd in teacher education with a focus on a design aspect.
The results of the research are summarised in three themes of discussion. In the first theme, research-based education in sloyd in teacher education, the problem field is enquired from the perspective of the teacher educator. The conclusion is that a teacher educator, whose teaching is research based, has the possibility to make the students aware of the significance of research in their own studies and in their future teaching.
In the second theme of discussion, system entities within the sloyd process of the single student, the problem field is investigated from the perspective of the student teacher. Within this theme, two entities, extremes in the sloyd activity of the student and basic dimensions in the sloyd activity of the student, are brought out. These two entities can be of importance for the understanding of the students’ educative sloyd process and for a design aspect within the individual sloyd activity.
In the last theme of discussion, didactical perspectives on teaching in sloyd, the focus is on a curricula perspective. The discussion within this theme concludes that when the teacher education is on a university level it comprises researchbased knowledge and skills on all areas of the university subject sloyd. This in turn means that the research-based teaching also includes teaching content in a didactical perspective in relation to comprehensive education.
The problem field is defined and presented on the basis of the structure of the main studies of the university subject sloyd education at Åbo Akademi University in Vaasa. The problem field is confined to a design aspect, which means that design represents an area of knowledge and skill of its own within the students’ sloyd activity. In the thesis the problem field is enlightened from different angles and in relation to the overall aim, to develop a teaching method to help the student to form a holistic conception of the subject sloyd in teacher education with a focus on a design aspect.
The results of the research are summarised in three themes of discussion. In the first theme, research-based education in sloyd in teacher education, the problem field is enquired from the perspective of the teacher educator. The conclusion is that a teacher educator, whose teaching is research based, has the possibility to make the students aware of the significance of research in their own studies and in their future teaching.
In the second theme of discussion, system entities within the sloyd process of the single student, the problem field is investigated from the perspective of the student teacher. Within this theme, two entities, extremes in the sloyd activity of the student and basic dimensions in the sloyd activity of the student, are brought out. These two entities can be of importance for the understanding of the students’ educative sloyd process and for a design aspect within the individual sloyd activity.
In the last theme of discussion, didactical perspectives on teaching in sloyd, the focus is on a curricula perspective. The discussion within this theme concludes that when the teacher education is on a university level it comprises researchbased knowledge and skills on all areas of the university subject sloyd. This in turn means that the research-based teaching also includes teaching content in a didactical perspective in relation to comprehensive education.
Kokoelmat
- 516 Kasvatustieteet [107]