DREAM PhD Course MedStr Paper 120908

8/12/2019 DREAM PhD Course MedStr Paper 120908

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The application of stimulated recall methodin the research on teachers media educational reasoning

Introduction

Media education has truckled to find its place in the Finnish basic education. Thoughmedia educational goals can be found as a cross-curricular theme in the National CoreCurriculum for Basic Education, media education hasnt orked its a! into theeducational practices in schools. "ngoing #h$ research aims to understand ho teachersreason their media educational decisions. This paper is concentrating on the researchmethod of the case stud!, here second grade parallel classes teachers in one southern

Finland school ere attending stimulated recall inter%ies throughout the school !ear. &nFinland, teachers in the first si' grades of basic education are usuall! generalists (classteachers), hich are Masters of Education and basicall! teaching all school sub*ects. &nthe second grade classes of this research, media education as practiced mostl! inFinnish and +cience lessons.

Bloom (/, p. 0) defines the method as follos1 2The basic idea underl!ing themethod of stimulated recall is that the sub*ect ma! be enable to reli%e an original situationith %i%idness and accurac! if he is presented ith a large number of the cues or stimulihich occurred during the original situation3.

The methodological goal of this research as to include different kinds of media to the2recall phase3. &f the media is in a form of a computer program, the usage of the programill be 2recalled3 in the inter%ie session. The focus of the paper is in the data hich asgathered in the schools computer lab, and the concept of media is therefore emphasi4edin the meaning of 5a medium for learning although some lessons had film educationalgoals too.

Theoretical background

Theoretical considerations ha%e three points of departure1 media education in a schoolconte't, teachers pedagogical thinking and students digital concept mapping as a a! toconstruct meanings.

Teachers pedagogical thinkinghas been one of the targets of the research on teachingsince 67s, hen the aim has been to understand hat is going on in the classrooms.(Clark 8 #eterson, 609 +hulman, 60). The research on teachers pedagogical thinkinghelps to understand teachers acts on lessons and %alues and concepts, such asconceptions of learning, behind these acts. &t is e.g. noted that the teachers use in

teaching situation more e%er!da! information emerging from intuition and e'perience than,for e'ample, the research information obtained during their period of training (:ansanen,


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Tirri, Meri, :rokfors, ;usu 8 777). Teachers pedagogical thinking has beenstudied in the field of applied sciences of education for se%eral decades and the Finnishstudies in this area ha%e recei%ed also international attention (see :ansanen et al., >777).

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;ere the concept of media educationis defined as an education, especiall! teaching,stud!ing and learning, ith a connection to media interpreted as content, a tool andor asocietal actor. l*ens (D) suggests that education in an institutional conte't has threeke! areas1 teaching, stud!ing and learning. Teaching includes the teachers intentionalacts for supporting the learners learning. &n the curriculum based conte't, stud!ing, i.e.learners purposi%e actions toards learning the curricular content, is then mediatinglearning, hich again can be delimited to the processes inside of learners head, the endresult. ;ence the students purposi%e acti%it! in order to achie%e learning, i.e. stud!ing,should be the main target of teaching (l*ens, D). The second part of the definition isbased on illiams (66), ho argues that the concept of media has begun to refer to thecontent (the media presentations), the means it is mediated ith (the medium), and the

institutions and mechanisms hich produce or generate the content (e.g. the nes media).The latter should be seen as a societal actor hich also has influence o%er politics,economics and other areas of societ!.

;ence media education co%ers the education of media professionals, the media literac!education as ell as the educational use of media. The definition allos us to sei4e theunused potential of media in childrens e%er!da! life and in schools. &f teachers are usinge.g. some &CTs in their teaching, media educationalists should not sa! that this is not a realmedia education but the! should point out the potential for encouraging pupilsstudentsmedia literac!.

Concept mapsare intended to represent meaningful relationships beteen concepts inthe form of propositions (No%ak 8 oin, 6G, p. ). The! are often used as media forconstructi%e learning acti%ities and as communication aids in lectures, stud! materials, andcollaborati%e learning (CaHas, Coffe!, Carnot, Felto%ich, ;offman, Felto%ich 8 No%ak,>77/). I simple proposition in a concept map includes to concepts and a linking phrase(see Figure ).

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Figure . In e'ample of a proposition in a cmap. (Jetrie%ed from CmapTools ;elp)

Concept maps, ith or ithout technological appliances in%ol%ed, ha%e been usedsubstantiall! in education o%er the last fe decades. Iccording to Nesbit and Idesope(>770), in comparison ith acti%ities such as reading te't passages, attending lectures,and participating in class discussion, concept mapping acti%ities are more effecti%e for

attaining knoledge retention and transfer.

The basic characteristics of Stimulated Recall Method

Bloom (/) is often mentioned as the first user of the stimulated recall method. ;e usedaudiotapes hen in%estigating the thought processes of college students in to differentlearning situations, in lectures and in discussions (Calderhead, 6, p. >>9 Kinger, 60,p. >0D). :agan et al. (0/) designated the stimulated recall method as &nterpersonal#rocess Jecall (J), and the! applied it to research on interpersonal interactions duringcounselling inter%ies. The! ere some of the first researchers to use %ideotape as astimulus, and the! de%eloped %arious interrogation procedures (Kinger, 60, p. >0D). &nresearch on teaching the stimulated recall method as used for the first time at the+tanford Center for Jesearch and $e%elopment in Teaching in DG. The focus of thestud! as the content of the teachers interacti%e thought processes. (e.g., #eterson 8Clark, D69 Clark 8 #eterson, 6)

The stimulated recall method can be determined from different methodologicalperspecti%es. &t is common to use the stimulated recall method in Lualitati%e research. Theaim of Lualitati%e research is to describe and understand the phenomenon beingresearched in a specific conte't and to take into account the sub*ecti%it! of the researcher

and the informant. The characteristics described earlier are similar to aspects of stimulatedrecall method1 the data is gathered in natural circumstances9 the research interest is

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focused on ho a person e'periences a particular situation, and in an inter%ie situationthe researcher and the informant construct their understanding about the phenomenon.Because stimulated recall is an inter%ie method, Ile'andersson (G, p. //) calls it anad%anced inter%ie method. &n a school-based media education research, it is reasonableto interpret stimulated recall as a research method instead of a plain inter%ie techniLue.

Method emphasi4es a ider role in a research setting and a closer interconnectednessbeteen the idea of stimulated recall and the focus of the research.

Eskelinen (/, p. 0) compares the stimulated recall method ith s!mbolicinteractionism and the hermeneutic tradition. &n the research based on these traditions, theintention of the researcher is to produce an interpretation of the phenomenon ithinformants as the! concei%e and understand it. &n this tradition it is important that theresearcher is aare of hisher on role because hen in%ol%ed in the situation heshe isan essential part of the in%estigated realit!.

ass and Macke! (>777, pp. -7) define the methodological background of the +tJ-

method through introspecti%e methods. &ntrospection is based on the assumption thatpersons can obser%e their internal processes in much the same a! as it is possible toobser%e e'ternal real orld e%ents. &t is also assumed that persons ha%e access to theirinternal thought processes at some le%el and can %erbalise those processes. &ntrospecti%emethods fell into disfa%our hen beha%iourism became popular in the field of ps!cholog!.$uring that time research on the internal consciousness as not popular and not e%enconsidered as a %alid area of research. Ilong ith cogniti%e ps!chologies attention asdran to internal processes and because of that introspection began to de%elop further.

&n educational research, the stimulated recall method has become more idel! usedduring the D7s, especiall! the teacher-thinking research tradition. Teacher-thinkingtradition as de%eloped as a reaction to beha%iouristic interaction anal!ses. &n thistradition the attention is dran to a teachers cogniti%e thinking and decision-makingprocesses from their on point of %ie. +hulman (60, p. >/) noted that to adeLuatel!understand teachers actions in classrooms e must stud! teachers thought processes,e%aluations, problem-sol%ing, and decision-making in different phases of the teachingprocess. &n this kind of situation it as natural that methods, in hich some sort of %erbalreporting as needed, like stimulated recall, became general. Iccording to ass andMacke! (>777, p. ), %erbal reports are one form of the introspecti%e methods. The! arebased on a model of information processing described b! Ericsson and +imon (6D).

Iccording to +ha%elson, ebb and Burstein (60, p. D), process tracing refers also to%erbal report method that attempt to obtain data on the persons thinking processes indecision-making and problem-sol%ing situations. +timulated recall is often related ith this%ariet! of process-tracing methods along ith a 2think aloud3 method and a retrospecti%einter%ie (+ee also +ha%elson 8 +tern, 6, p. G6).

The data-gathering process with the stimulated recall method

$ata-gathering process took place in a southern Finland school in school !ear >77D>776.The school is located in the suburban of the metropolitan area ith pupils from the

heterogenic background in terms of culture and economical status. The school has gradesfrom preschool to ninth grade. +chool has no special resources compared to a%erage

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school in Finland1 one computer in e%er! classroom, one shared computer lab and somemedia eLuipments hich can be reser%ed before the class and used e.g. for specialpro*ects. The second grade (6 !ear old) parallel classes teachers attended stimulatedrecall inter%ies throughout the school !ear, altogether > times. First in obser%ationpurposes and later in the stimulated recall inter%ie purposes, the classes ere %isited

altogether 0 school da!s.

The basic principles of the interview

Bloom (/, p. 0>) used an audiotape hile in%estigating college students thinkingprocesses. The audiotape as recorded during lectures and discussions. Noada!s it ismore usual to use %ideotape from the lesson as stimuli. ) it is possible torecall of the e%ents of the lesson ith the help of stimuli ithin to da!s. This resultrelates onl! to e'ternal e%ents, not ones on pri%ate conscious thoughts.

The aim of the inter%ie is that the informants reports their thoughts and actions during thelessons and also gi%e reasons for them. The inter%ieer and inter%ieee atch the%ideotape and other stimulitogether and the informant e'plains simultaneousl! hat asdone and h!. The stimulated recall inter%ie can be either structured or unstructured andit can be focused on either the hole lesson or parts of it. The recordings can be stoppedb! the inter%ieer or the inter%ieee for comments and correcti%e e'planations orLuestions.

Media education practices often include both face-to-face interaction in the class and%irtual elements ith &CTs (information and communication technologies), such as media

tools and computer softare. &n this research the class as using &;MC CmapToolsprogram (see http1cmap.ihmc.us). &t is used for constructing, sharing and collaboratingon digital concept maps. The pupils had an assignment to construct a concept map inpairs about the topic the! ere not !et that familiar ith. These concept maps ererecorded ith CmapTools recorder function. For the inter%ies, both %ideo recording of thelesson and the recordings made b! the softare ere used as a prompt material. singthe recorder function in CmapTools alloed folloing step b! step ho each pair of pupilshad created their concept map.

?*arkon teksti=A hile monitoring the recorded steps in creating and editing the conceptmaps, it as possible to concretel! point out actions and features of artifacts

corresponding to the teachers instructions and guiding. This possibilit! could be utili4ed b!either the teacher spontaneousl! pointing out and reflecting upon the important stages of
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the process, features of the task or the Lualities of the emerging product, or the researcherprompting the teacher for the reflection at the significant stages of the recording.

+e%eral researchers ha%e listed the Luestions that the! ha%e asked their informants. &nClarks and #etersons (6, pp. >D->69 60, p. >06) research the teachers responded

to the folloing Luestions1 hat ere !ou doing in this situation and h!O ere !outhinking of an! other alternati%e actions or strategiesO hat ere !ou noticing about thestudentsO ;o ere the students respondingO $id an! student reactions cause !ou to actdifferentl! than !ou had plannedO $id !ou ha%e an! particular ob*ecti%es in mind in thissegmentO $o !ou remember an! aspects of the situation that might ha%e affected hat!ou did in this segmentO Ialtonen (>77>, p. 6) mentions a fe of the researchersLuestions as e'amples1 $o !ou remember hat ere !ou thinking in this momentO h!did !ou ask this LuestionO h! did !ou choose this teaching methodO I researcher can,according to #arker and ehrke (60, p. >>), ask the inter%ieee to define hisherreports1 hat do !ou mean b! thisO $o !ou remember something else about this solutionO&n general, the most important Luestions to elicit teachers thinking and action are1 hat,

ho and h!.

The researchers role in the interview situation

The researchers role contributes significantl! to interaction in the inter%ie and alsoaffects the nature and interpretation of data. Eskelinen (/, pp. D-D0) states that theresearcher is not outside of phenomena, but heshe is in%ol%ed in the realit! beingresearched, and hisher role in relation to phenomena influences the research results. Theresearcher has a certain role alread! in the inter%ie, in hich heshe can construct aconception about the e%ents of lesson together ith the inter%ieee. +o the conception ofthe lesson is created in the interaction beteen the researcher and the inter%ieee.Iccording to Ma!er and Marland (D, p. >9 see also Marland, 60, pp. >>->/), theinter%ieee is seen as the e'pert, and the researcher has to help and assist himher torecall the e%ents. The! state that the researcher is an acti%e listener and reflector hoasks and clarifies, but a%oids asking leading Luestions, making e%aluati%e Luestions ordoing an!thing that implies disinterest or disappro%al. Eskelinen (/, p. D0) points outthat the preconceptions of the researcher also influence different parts of the researchprocess and this has caused methodological discussion.

&t is important to consider the researchers action in the inter%ie especiall! from the

%iepoint of the ob*ecti%es of the research. Certain data is needed, in order to achie%e thegoal of the research. The researcher has to define hisher role and the form of thestimulated recall inter%ie so that heshe is able to gather rele%ant data. Calderhead(6, p. >G) states that the factors hich ma! influence the nature of the data generatedb! the stimulated recall method are the a! in hich the inter%ieee is prepared for theinter%ie and ho heshe is instructed to comment. "n the other hand the Luestions thatthe researcher asks during the inter%ie can also influence the nature of the data. Kinger(60, pp. >D->D>) mentions that the Luestions can be about the teachers action, theaims and the reasons for the action, or interacti%e thinking during the lesson. #arker andehrke (60, p. >>) asked the teachers to differentiate thoughts that occurred during thelesson, after it or during the inter%ie.

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The researcher can prepare himselfherself for the inter%ie b! re%ieing the %ideotapedlessons. The researcher can make notes about the different phases of the lesson, thespecial episodes, and the Luestions for the inter%ie. &nstead of this preparation to obtainthe inter%ieees on point of %ie the inter%ieee is asked to describe in detail abouthisher on thoughts and to gi%e reasons for actions. The %ideo is an important stimulant

in the inter%ie, but the researcher has to keep in mind the main idea of hisher researchand ask both rele%ant, planned and spontaneous Luestions. The inter%ie is similar todiscussion in man! a!s. The researcher is an acti%e listener and asks Luestions, but isstill open to the inter%ieees on understanding and impressions.

The nature of data

Iccording to Ialtonen (>77/, p. /G), the researcher has to be aare of the %arious formsof data that can result from a stimulated recall inter%ie. Man! researchers ha%erecognised that the gathered data can be %ersatile, and the! ha%e classified it in different

a!s. &n general, these classifications are Luite similar to each other.

Marland and "sborne (7, p. 0) ha%e noticed that a stimulated recall inter%ieproduces data that describes both interacti%e and post-interacti%e thinking. ass andMacke! (>777, pp. -/) present Cohens (6) classification of %erbal reporting inhich the data is di%ided in three parts1 ) a self-report that contains general principles andactions, >) a self-obser%ation hich reports ones on action in a specific situation, and /)a self-re%elation hich is often described as thinking-aloud during the action.

The amount of prompt material also adds different angles to class situation. +omeho,onl! %ideo tape of the lesson should be anal!sed as a presentation of its on ith se%erallimitations and con%entions. Factors, such as camera angles and recorded soundscape,emphasi4e and e%en manipulate the e'perience hich the pupils, teacher and researcherare in.

sing CmapTools recordings along allos di%ing into selected learning processes in theclass. &f pair of pupils is orking on their concept map in the %ideo, the anal!sis caninclude CmapTools recording, hich shos closer e%ents on the pupils screen. Thisrelates to +tanford ni%ersit! +C&@s $&PEJ approach (see http1di%er.stanford.edu).Jesearcher picks up a part of %ideo data b! cropping the %ideo footage to so called di%esand adds annotations. &n this research 5di%ing gi%es a possibilit! to a closer anal!sis on

pupils construction of the concept maps.

Ialtonen (>77/, p. /G) sorts out three different t!pes of data1 ) interacti%e thinking duringthe lesson that contains the factors hich ha%e influenced teaching, decision-making andreflection during the lesson, >) the post-acti%e thoughts stimulated b! the %ideotape, thatarise in the inter%ie situation concerning the teachers practical knoledge and reflectionon action and its sources, and /) the post-acti%e thoughts stimulated b! the %ideotapeconcerning the teachers general beliefs and principles of teaching and learning.

Ialtonen (>77/, pp. /G-/) states, that in her research on stimulated recall inter%ies theteachers produced all t!pes of data as mentioned earlier. Iccording to her it is important to

take account of all the different t!pes of data hich can appear b! formulating the

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Luestions carefull!. The researcher has to steer the teacher to anser in such a a! thatthe rele%ant data can be gathered.The data is often anal!sed b! using the method most suitable for Lualitati%e research.Iccording to 777, p. /) mention that the

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%erbal reports enable the anal!sis of similarities and differences beteen different personsthinking processes. The aim of Rellerma!ers and Jonns (, p. >G/) research as toimpro%e classroom interaction. The teachers and the pupils reported their on thoughtsand feelings concerning the lesson. The purpose as to create understanding beteen theteachers and the pupils about the others e'periences and perspecti%es. &n Eskelinens

(/) stud! the student counsellors and pupils points of %ie in interaction situationsere anal!sed.

&n the current research, the tools used in the classroom ere interconnected ith themeans of data gathering. Ilthough there are special softare for collecting nearl! all thedata hich is generated hen using the computer, the usabilit! of these might not be toogood. Is a prompt material, more sensible is to use end products of the educationalsoftare or internet ser%ices. &n this case also the step b! step recordings, hich displa!the different stages of the concept map construction, ere sensibl! prompting in theinter%ie.

The disadvantages of the stimulated recall method

There are also some problems in the use of the stimulated recall method and theresearcher should be aare of them. The problems can be technical or the! can relate tothe nature and the reliabilit! of the data.

sing both, %ideo recording and CmapTools recordings, as increasing the amount oftechnical tools in the lesson and inter%ie situation and alike the factors hich ere theresearcher to be mastered.In ob%ious problem for researcher is the use of %ideo camera.

Eskelinen (/, p. D) states that the teacher might feel himherself embarrassed andheshe tends to consider the situation as a performance more than usual. Eskelinen (/)refers to EngestrQm et al. (66) and @o%Sn () and points out that the %ideotapingaffects onl! the persons e'ternal beha%iour, but it does not change a persons permanentbeha%iour. /9 Kinger, 60, pp. >D7->D.)


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&t is necessar! to e'amine hether the data is reall! gathered in natural circumstances (ina school-based media education research as the situation is here). The researchers datagathering might include se%eral points in hich heshe must inter%ene to the technolog!used due to assisting the teacher or sa%ing the rele%ant data from the tools and softareused. &n that sense, a researcher might end-up doing a teaching e'periment instead of

ha%ing natural settings for more descripti%e research (see @attu, >77/, p. D/).

Inother thread in using stimulated recall in a school-based media education research isthe ecolog! of data gathering. +ince media education is neither a school sub*ect of its onnor full! general didactic area, predefining hat the focus of the research is takesstimulated recall method toards semi-structured theme inter%ie. In inter%ie is neitheronl! led b! the %ideo recording nor inter%ieees initiati%es but also b! researchersconceptions of media educational domain in the %ideo recorded lesson. Media education israrel! all that dominant role in the lesson. More often it is the way of learning certaincontent in a school sub*ect (such as Irts or English language).

The anal!sis of thinking and action reLuires metacogniti%e skills, and theunderde%elopment of this skill can restrict the use of the stimulated recall method (/) considers tohat e'tent teachers are aare of their on thinking and are able to %erbalise it. +omeareas of a persons knoledge, like processes hich ha%e reached a le%el ofautomatisation and so called tacit knoledge, are unconscious, and ha%e ne%er been%erbalised. Ialtonen (>77/, p. /) points out that the central aim of research on interacti%ethinking is to unco%er the implicit knoledge because unspoken e'pectations and beliefsinfluence the teachers action in the classroom an!a!.

hen reliabilit! is discussed, it is, according to Eskelinen (, pp. D-6), difficult toseparate the thought processes stimulated b! the inter%ie from the interacti%e thoughtprocesses. This matter has aroused Luite a bit of attention and it is emphasised that thestimulated recall method offers information about the teachers beliefs of attempts torationalise hisher %ideotaped action, but not about the processes in that particularinteraction. ass and Macke! (>777, pp. -0) suggest that people are essentiall! sense-making beings and the! tend to create e'planations, although the e'planations are notnecessaril! reasoned. There is a danger that teachers ma! produce con%incing storiesabout their thinking processes ithout knoing hat reall! happened. Eskelinen (/, pp.D>-D/) also mentions that instead of remembering a single thinking processes, thepersons report their general a!s of thinking and acting, and their e'pectations. &n

addition, she states that hen anal!sing interacti%e thinking processes afterards, theproblem is, that the things hich appear in a latter part of an interaction situation ha%e aninfluence on recalling the first parts of the process. Eskelinen (/) refers to Nisbett andilson (DD) ho think that it is easier to remember the result than the process.

Discussion

The current research focused on adapting the stimulated recall method in the research onteachers media educational reasoning. &nstead of simple %ideo recording, also pupilsCmapTools (concept mapping softare) recordings ere used as a prompt material for the

teachers stimulated recall inter%ie. #articularl! the challenges in the data gathering ererelated to researchers role and technolog! used. Jesearch on teachers media

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educational reasoning increased the amount of technical tools in the classroom andinter%ie situation. The researcher must control se%eral factors hich has an effect to thenature of the inter%ie situation and researchers on thinking.

$uring the decades that the stimulated recall method has de%eloped, it has confronted

criticism, but noada!s the options for application are seen greater. The inter%ieeesabilit! to tell about his her thinking, the in%estigators role and the Lualit! of the data ha%eall been factors in the criticism. Is a conseLuence of this criticism the stimulated recallmethod has impro%ed and no the possibilities of its applications are broader. The factsthat earlier ere seen as eaknesses of the method ha%e, after anal!tical inspection,turned out to be strengths. The %aried use of the method has become possible.

Teachers pedagogical thinking and action could certainl! be in%estigated in man! differenta!s as has been described earlier in this article. &n addition, the Luestion of hether it ispossible to reach the thinking reliabl! in general has e%oked lots of %i%id discussion andconsideration. ;ere the stimulated recall method is applied because, ith the help of this

method, it is possible to in%estigate thinking in continuous connection ith the real actionand e'plore the teachers on perspecti%e. &t is generall! stated that intuiti%e and rationaldecision-making do not differ so much from each other. hen the gathering of the datatakes place in the natural circumstances and in connection ith the concrete e%ents of thelessons, it can be assumed that these factors enable the reaching and understanding ofthe researched phenomenon more reliabl!.

References

Ialtonen, :. (>77>). se of stimulated recall -inter%ie1 I tool in eliciting practicalknoledge and action of an e'perienced nursing teacher. &n :.


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Clark, C., 8 #eterson, #. (6). +timulated recall. &n B.J. @attu, M. (>77/). 'he school from the teacher1s perspective2 'he teaching space of elevenchangeoriented teachers.$octoral dissertation. ni%ersit! of ;elsinki, Facult! ofEducation, $epartment of Teacher Education.Uhttp1urn.fiJN1&+BN1>-7->D6-V

@!le, 77/). +timulated recall1 a report on its use in naturalistic research. (ritish$ducational /esearch Journal 34(0), pp. 60-6D6.

Marland, #. (60). Models of teachers interacti%e thinking. 'he $lementary SchoolJournal% 0&(>), >7->>0.

Marland, #., 8 "sborne, B. (7). Classroom theor!, thinking, and action. 'eaching and'eacher $ducation% 5(), /-7.

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practical knoledgeO,siaPacific Journal of 'eacher $ducation% 3)(), D-/G.Nesbit, 770). @earning ith concept and knoledge maps1 I meta-anal!sis. /eview of $ducational /esearch% &5(/), pp. G/GG6.

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#atrikainen, +. (>77/). 7lass teacher8s pedagogical thin!ing and action in mathematicseducation. #aper presented in Nordic Educational Jesearch Issociations /stCongress. Copenhagen, >77/.

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pedagogical thinking and actionA. &n #. :ansanen (>77G). (Ed.) "petuksentutkimuksen %aihtoehto*a.

#eterson, #., 8 Clark, C. (D6). Teachers reports of their cogniti%e processes duringteaching.,merican $ducational /esearch Journal% *)(G), pp. -0.

#itk=niemi, ;. (6). Opettaja!si opis!elevien opetustilanneajattelun sisll9t ja oppitunnintoteutus ?&nteracti%e thinking of student teachers and lesson implementationA.;elsingin !liopisto. :as%atustieteen laitoksen tutkimuksia 0>. ;elsinki1 ;akapaino.

#itk=niemi, ;. (0). +tudent teachers intentions, planning, pedagogical contentknoledge and classroom processes in social studies. Theoretical andmethodological foundations of the stud!. &n @. Iho (Ed.), Learning in multiplecontexts1 #apers and posters presented at the First D0. ni%ersit! of ;elsinki1 $epartment of Ipplied +ciences ofEducation.

l*ens, M. (D). School didactics and learning. , school didactic model framing ananalysis of pedagogical implications of learning theory.;o%e, East +usse'1#s!cholog! #ress.

illiams, J. (66). ;eywords2 a voca+ulary of culture and society.@ondon1 Fontana#ress.Kinger, J. (60). E'amining thought in action1 I theoretical and methodological critiLue of

research on interacti%e teaching. 'eaching < 'eacher $ducation% 3(/), >0/->6>.Rellerma!er, M., 8 Jonn, #. (). Making tacit knoledge %isible through the interpla!

beteen action research and %ideotaping. 'eachers and 'eaching2 theory andpractice% )(>), >G/->0.

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Finnish National Board of Education. National Core Curriculum for Basic Education >77G.U.oph.fienglishpage.aspOpathYGGD,>D6,/D6G7,D>7,D>70V

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DREAM PhD Course MedStr Paper 120908

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Transcript of DREAM PhD Course MedStr Paper 120908