Previous issue (2019. Vol. 15, no. 4)
Included in Web of Science СС (ESCI)
Preservice teaching practice in narrative environment 1447
Master's degree, Doctoral student University of Oulu, Pre-school teacher, Sotkamo, Finland
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
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
- Bredikyte M. 2011. The zones of proximal development in children's
play. Oulu: Acta Universitatis Ouluensis E 119.
- Davydov V.V. 1996. Teoriya razvivajushego obuceniya [Theory
of developmental teaching and learning]. Moscow: Intor.
- Egan K. 1988. Teaching as story telling. Chicago: University
of Chicago Press.
- Fisher W.R. 1984. Narration as Human Communication Paradigm:
The Case of Public Moral Argument. In Communi5 cation Monographs
- Hakkarainen P. 2002. Kehittava esiopetus ja oppiminen [Developmental
preschool education and learning]. Jyvaskyla: PS Kustannnus.
- Hakkarainen P. 2007. Curriculum models of early child- hood
education In Jakku-Sihvonen R., Niemi H. (Eds.) Edu5 cation as
societal contributor. 111—127. Peter Lange.
- Hakkarainen P. 2010. The challenge of teacher compe- tences in
Finnish educational system In K. Matsushita (Ed.), Atarashii nouryoku ha
kyouiku wo kaeruka: Gakuryoku, liter- acy, competency (pp. 281—305). Kyoto:
Minerva Shobo. (in Japanese).
- Hakkarainen P. & Bredikyte, M. 2002. Making sense with
curriculum. In K. Niinisto, et al. (Eds.) Developing Teacher Education in
Estonia 171—184. Turku.
- Hakkarainen P. , Safarov I., Vuorinen M5L., Peppanen T. 2011.
Professional development through narrative teaching and learning.
(In print, in Japanese).
- Hakkarainen P., Ferholt B. 2013. Creative imagination in
playworlds. In Egan K. et al. (Eds.) Wonderful learning. (In print).
- Lindqvist G. 1995. The Aesthetics of Play. Stockholm: Uppsala
- Lisina M.I. 1986. Ontogenez protsessa obshcheniia.
[Ontogenetics of communication] Moscow: Pedagogika.
- Van Oers B., Janssen5Vos F, Pompert B, Schiferli T. 2003. Teaching
as a joint activity. In Narratives of Childhood. Ed. Bert van Oers. Amsterdam:
VU University Press.
- Piaget J. 1948. The moral judgement of the child.
Glencoe, Ill.: Free Press.
- Safarov I. 2009. Towards modeling of human relation- ships.
Nonlinear dynamical systems in relationships. Oulu: Acta Universitatis
Ouluensis E 104.
- Sawyer R.K. 1995. Creativity as mediated
action: A comparison of improvisational performance and product
creativity. Mind, Culture, and Activity, 2, 172—191.
- Tharp R. & Gallimore R. 1988. Rousing minds to life. New York:
Cambridge University Press.
- Tyler R. 1949. Basic principles of curriculum and instruction.
Chicago: University of Chicago Press.
- Zuckerman G. 2004. Development of reflection through learning
activity. European Journal of Psychology of Education. Vol. XIX, 1, 9—18.
- Zuckerman G. 2007. Child-adult interaction that cre- ates a zone of
proximal development. Journal of Russian and East European Psychology, 45 (3),
- Zuckerman G.A. & Polivanova K.N. 1992. Introduction to the
school life, pts. 1 & 2. Moscow: Novaya Shkola (in Russian).
- Zuckerman G., Venger A.L. 2010. Razvitie ucebnoi samostoyatel'nosti.