Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy
By Päivi Tynjälä, Anne Virtanen, Ulla Klemola, Emma Kostiainen, Helena Rasku-Puttonen. 2016
111 citations recorded by the source corpus.
Abstract The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and sociocultural knowledge. The subjects of the study were 95 student-teachers. The data were collected with questionnaires. In addition to social skills, the student-teachers reported learning of domain-specific skills, generic academic skills, skills for acting creatively in different situations and development of independence. We conclude that the model of Integrative Pedagogy is feasible in teacher education.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/e425befae890038b9b144a653491d677ddeb23b0
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In Developmental and Educational Psychology
In Education
- Anne Virtanen
- Päivi Tynjälä
- Tuija Ukskoski
- Maria Ruohotie-Lyhty
- Johanna Kainulainen
- Merja Kauppinen
- Tommi Mäkinen
- Emma Kostiainen
Citations in the corpus
- Meaningful learning in teacher education (2018, methodology): “The theoretical framework, aims, pedagogical principles and teaching and studying methods of the ISGN course are presented in Table 1 (a detailed description of this implementation can be found in Rasku-Puttonen, Klemola, & Kostiainen, 2011; Tynjälä et al., 2016).”
- Factors explaining the learning of generic skills: a study of university students’ experiences (2018, methodology): “Thus, this study confirmed earlier findings regarding the feasibility of integrative pedagogy in the learning and professional development of students and workers in different contexts (e.g. Heikkinen, Tynjälä, and Kiviniemi 2011; Täks et al. 2014; Tynjälä et al. 2016; Virtanen, Tynjälä, and Eteläpe”