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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

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Preservice teaching practice in narrative environment 1363

Vuorinen M., Master's degree, Doctoral student University of Oulu, Pre-school teacher, Sotkamo, Finland
Hakkarainen P., Doctor of Psychology, Professor, University of Oulu,Lithuanian University of Educational Sciences. Editor, Journal of Russian and East European Psychology, University of Oulu, Helsinki, Finland, pentti.hakkarainen@oulu.fi
Abstract
Traditional teaching practice in Finland emphasizes learning of 'correct' teaching methods and linear didactic model. This paper presents an alternative model to traditional teaching practice, in which learning takes place in joint play-worlds of teacher education students and children. The main tasks of teacher educa- tion students are to elaborate narrative plot, organize concrete play-world environments, create the characters and embed children's learning assignments in the storyline. The implemented model of narrative practice revealed the merits of narrative learning environment in elementary grades to teacher education students.

Keywords: narrative learning, play-world, teaching practice, non-linear didactic model, reflection.

Column: Scientific Life

For Reference

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