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dc.contributor.authorAalto, Eija
dc.contributor.authorTarnanen, Mirja
dc.contributor.authorHeikkinen, Hannu L.T.
dc.date.accessioned2019-10-16T06:31:39Z
dc.date.issued2019fi
dc.identifier.citationAalto, E., Tarnanen, M., & Heikkinen, H. L. T. (2019). Constructing a pedagogical practice across disciplines in pre-service teacher education. <em>Teaching and Teacher Education</em>, 85, 69-80. <a href="https://doi.org/10.1016/j.tate.2019.06.006">doi:10.1016/j.tate.2019.06.006</a>fi
dc.identifier.otherTUTKAID_81784
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65890
dc.description.abstractIn 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. Audio-recorded planning sessions and interviews including learning diaries were analysed using qualitative content analysis to identify the dynamics of collaborative cross-curricular pedagogical practice development and pedagogical language knowledge. The analysis revealed tensions in crossing the boundary between language and content knowledge. The study suggests that when creating cross-curricular practices, student teachers benefit from longer-term processes and theory-based supervision and modelling for reflecting on the development process.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherPergamon Press
dc.relation.ispartofseriesTeaching and Teacher Education
dc.rightsIn Copyright
dc.subject.otheropetusmenetelmätfi
dc.subject.otherpedagogiikkafi
dc.subject.otheropettajankoulutusfi
dc.subject.otherkielitaitofi
dc.subject.otherpedagogical practice developmentfi
dc.subject.otherteacher educationfi
dc.subject.otherboundary crossingfi
dc.subject.otherlanguage across curriculumfi
dc.subject.otherpedagogical language knowledgefi
dc.subject.otherpre-service teachersfi
dc.titleConstructing a pedagogical practice across disciplines in pre-service teacher educationfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201910164471
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKoulutuksen tutkimuslaitos
dc.contributor.oppiaineSuomen kieli
dc.date.embargo2022-11-01
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-10-16T06:15:26Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange69-80
dc.relation.issn0742-051X
dc.relation.numberinseries0
dc.relation.volume85
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Elsevier Ltd
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1016/j.tate.2019.06.006


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