Future language teachers’ pedagogical landscapes during their subject studies
Jalkanen, J. (2015). Future language teachers’ pedagogical landscapes during their subject studies. Nordic Journal of Digital Literacy, 10(2), 84-101.
Published in
Nordic Journal of Digital LiteracyAuthors
Date
2015Copyright
© 2015 Author(s). This is an Open Access article distributed under the terms of the Creative Commons CC-BY-NC-SA 4.0 License.
This article examines the experiences, attitudes and perceptions language
students have regarding the use of ICT in language teaching. In addition, the
article analyses the key characteristics of language students’ pedagogical
designs. The data come from a pedagogically oriented subject-studies course
that focuses on the Common European Framework of Reference for Languages
and the European Language Portfolio. The data, which consist of language
students’ reflections and course plans, have been analysed using qualitative
content analysis. The findings imply that language students’ pedagogical
landscapes reflect their own experiences as learners. Furthermore, the literacy
practices in language students’ designs are mainly static and do not respond to
the needs of the knowledge society.
Publisher
Universitetsforlaget AS; Forsknings- og Kompetansenettverk for IT i UtdanningISSN Search the Publication Forum
1891-943X
Original source
http://www.idunn.no/dk/2015/02Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/24724583
Metadata
Show full item recordLicense
Except where otherwise noted, this item's license is described as © 2015 Author(s). This is an Open Access article distributed under the terms of the Creative Commons CC-BY-NC-SA 4.0 License.
Related items
Showing items with similar title or keywords.
-
Development of pedagogical design in technology-rich environments for language teaching and learning
Jalkanen, Juha (University of Jyväskylä, 2015)This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis ... -
Constructing a pedagogical practice across disciplines in pre-service teacher education
Aalto, Eija; Tarnanen, Mirja; Heikkinen, Hannu L.T. (Pergamon Press, 2019)In this paper we report a qualitative case study of a teaching intervention in which a pre-service subject teacher pair planned and conducted a course integrating Finnish language and ethics in a multilingual setting. ... -
Language practices in primary schools [in Nairobi] : the teachers' perspectives
Otieno Adhiambo, Suzanne (2010)ABSTRACT Otieno, Suzanne Adhiambo. LANGUAGE PRACTICES IN PRIMARY SCHOOLS IN NAIROBI: THE TEACHERS’ PERSPECTIVES. A Pro Gradu Thesis in Special Education, University of Jyväskylä, Department of Educational Sciences, ... -
Pre-service subject teachers’ personal teacher characterisations after the pedagogical studies
Arvaja, Maarit; Sarja, Anneli; Rönnberg, Paula (Routledge, 2022)This study explored how five pre-service subject teachers characterised themselves as teachers after completing their year-long pedagogical studies in a Finnish university. Our narrative analysis of the interview data ... -
Rethinking Academic Literacies: Designing multifaceted academic literacy experiences for pre-service teachers
Kiili, Carita; Mäkinen, Marita; Coiro, Julie (International Reading Association, 2013)This manuscript introduces a multidimensional framework for academic literacies to help instructors become more aware of different aspects of literacies and how they might be used to plan and orchestrate meaningful, ...