G4 Doctoral dissertation (monograph)
Ilmiölähtöisen oppimiskokonaisuuden suunnitteluun ohjaavan mallin kehittäminen ILO-suunnitteluprosessin malliksi opettajaopiskelijoiden opetusharjoittelussa (2021)
Developing a model to guide the design of Phenomenon-Based learning entity into an ILO-design process model for student teachers in teaching practices


Lähdesmäki, S. (2021). Ilmiölähtöisen oppimiskokonaisuuden suunnitteluun ohjaavan mallin kehittäminen ILO-suunnitteluprosessin malliksi opettajaopiskelijoiden opetusharjoittelussa [Doctoral dissertation]. Jyväskylän yliopisto. JYU Dissertations, 363. http://urn.fi/URN:ISBN:978-951-39-8562-2


JYU authors or editors


Publication details

All authors or editors: Lähdesmäki, Sirkku

eISBN: 978-951-39-8562-2

Journal or series: JYU Dissertations

eISSN: 2489-9003

Publication year: 2021

Number in series: 363

Number of pages in the book: 259

Publisher: Jyväskylän yliopisto

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: Finnish

Persistent website address: http://urn.fi/URN:ISBN:978-951-39-8562-2

Publication open access: Openly available

Publication channel open access: Open Access channel


Abstract

The purpose of this educational development study was to use qualitative methods to model the principles of guidance for the design of a Phenomenon-Based Learning (PhenoBL) entity and to produce a model for teacher education that guides the design of the PhenoBL entity. The theoretical approach to research is hermeneutic-pragmatic and encapsulates an experience-based learning perception. In this study, learning was understood as a communal process of active study of the real phenomena of everyday life and the experiences formed through them. The research assignments were 1. What kind of teaching PhenoBL entities do students produce using this guiding model? 2. What elements prove to be characteristic in the design of a PhenoBL entity? 3. How do the design of the PhenoBL entity and the principles of the design model guiding the teaching practice appear in the light of this study? In accordance with the design research method, the research context was built on the teaching practice internships of an adult education for classroom teachers over three years. The research material consisted of a planning form guiding the advanced practice, the internship syntheses of the students, and plans for the PhenoBL entity produced by small groups. Data analysis was carried out between interventions using content analysis and finally using narrative plot analysis. The analysis proceeded on the basis of the researcher’s interpretation of weaving individual experiences into a great narrative conveying a shared experience. As an empirical result of this study, a model of a PhenoBL entity (ILO) design process based on Dewey's pragmatic theory, the Finnish development of school pedagogy, authentic learning and the definition of PhenoBL origin has been constructed. Research has also assembled a theoretical model for Phenomenon-Based learning. This doctoral dissertation provides research-based information on the principles and theoretical foundations of designing learning-related entities that are characterised as phenomenon-driven, highlighting the coeducational aspect. Based on the findings, the ILO-design process and its theoretical justification are presented as a suitable design tool for teacher training and teacher continuing education.


Keywords: teacher training; pedagogical planning; models (objects); phenomenon-based learning; investigative learning; social inclusion; learning environment; design-based research

Free keywords: design of a Phenomenon-Based Learning entity; hermeneutic-pragmatic educational philosophy; experiential learning; authentic learning; phenomenon-learning; advanced training; ILO-design process


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2021


Last updated on 2022-19-08 at 19:33