The course is compulsory for students completing pedagogical studies for teachers (60 cr).
PED0032 Planning, Implementation and Assessment of Teaching, PED0061 Teacher as a researcher - Didactics
Students who have completed the Teacher as a Researcher course will be able to
- discover issues for pedagogical research and development and consider them theoretically and practically
- engage in both independent and collective problem setting, development work and knowledge construction
- justify the use of an investigative approach in their work as teachers and to work as critical education professionals who investigate and develop their work
- report of their discovered developmental targets and their solutions with the use of scientific expression
This course is completed during the one year of STEP studies. The course is organized in the spring semester in Period 3 and 4.
In the research or development project, students deepen their own pedagogical thinking and develop an investigative approach to examine pedagogical phenomena. Students enhance their abilities to conceptualize pedagogical phenomena, and they enhance their abilities to critically and analytically examine such phenomena with a scientific approach. Students are able to understand the development of teachers’ work and of teaching in a communal and social context.
This course gives students who complete the Pedagogical Studies for Subject Teachers a preparedness to continue their studies to advanced studies of education. This presumes students’ familiarization with the philosophy of science and methods into designing, implementing and scientifically reporting of a research task and research plan related to education.
Literature for all:
Borg, S. (2015). Teacher cognition and language education: research and practice. London, UK: Continuum. Chapters: 1–3, 10. Available as an eBook through the University library.
Long, M.H. & Doughty, C. (Eds.) (2009). The handbook of language teaching. Chichester, U.K.: Wiley- Blackwell. Available as an eBook through the University Library. Chapters:
- Current Trends in Classroom Research, R. F. Mitchell (pp. 675–698/705)
- Issues in Language Teacher Evaluation, K. M. Bailey (pp. 706–723/725)
- Investigating the Effects and Effectiveness of L2 Instruction, R. de Graaff and A. Housen (pp. 726–-746/755)
Selected chapters of the following edition:
Hinkel, E. (Ed.) 2011. Handbook of research in second language teaching and learning. ESL & applied linguistics professional series. SAGE. Available as an eBook through the University library.
According to the research topic, selected chapters from the following book:
Ellis, R. (2012). Language teaching research and language pedagogy. UK: Wiley-Blackwell. Available as an eBook through the University library.
Research method literature as specified by the lecturer:
Borg, S. (2015). Teacher cognition and language education: research and practice. London: Continuum. Chapters: 6–9. Available as an eBook through the University library.
Harjanne, P., Reunamo, J., & Tella, S. (2015). Finnish Foreign Language Teachers’ Views on Teaching and Study Reality in Their Classes: The KIELO Project’s Rationale and Results.Journal of Language Teaching and Research. Academy Publication. Available online at: https://helka.finna.fi/PrimoRecord/pci.gale_ofa461970894
Mackey, A. & Gass, S.M. (Eds.) (2012). Research methods in second language acquisition: a practical guide. Chichester, West Sussex, U.K.: Wiley-Blackwell.
Selected chapters from the following as suggested by the lecturers:
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford, UK: Oxford University Press.
Paltridge, B. & Phatiki, A. (Eds.) (2015). Research Methods in Applied Linguistics. A Practical Resource. Oxford, UK: Oxford University Press.
Chemistry, Mathematics and Physics:
Literature for all:
Creswell, J.W. (2005/2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research. 2nd or 3rd Edition. Upper Saddle River, NJ: Merrill/Pearson. Chapters 1, 2, 6–9.
Other literature based on the research topic.
Hahl, K., Juuti, K., Lampiselkä, J., Uitto, A. & Lavonen, J. (2017). Cognitive and Affective Aspects in Science Education Research: Selected Papers from the ESERA 2015 Conference.ESERA Science Education Research Series. Dordrecht: The Netherlands Springer Science+Business Media.
Students are encouraged to participate in an orientation of international world of work in this course.
This course is carried out in seminar-type work and the work is based on continuous self-assessment, peer assessment and giving feedback. In this course, students practice collective planning, implementation and assessment of research and development aims, and the methods of work are supported by students acting as opponents. During the development project, students will create an entity that consists of a written part and different plans, which in the end of the course are assessed on the scale 0–5.
The course is taught by contact teaching, students’ self-directed group learning, and independent work.
The course introduces students to methods of a teacher as a researcher. Students plan and implement pedagogical research or development projects or products with the use of collective knowledge construction. Diverse teaching technologies are utilized in the course.