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dc.contributor.authorKumpulainen, Kaisa
dc.contributor.authorVierimaa, Sanna
dc.contributor.authorKoskinen-Koivisto, Eerika
dc.date.accessioned2019-10-17T08:32:56Z
dc.date.available2019-10-17T08:32:56Z
dc.date.issued2019
dc.identifier.citationKumpulainen, K., Vierimaa, S., & Koskinen-Koivisto, E. (2019). Developing Connective Pedagogy in Cultural Research : A Case Study from the Teachers’ Perspective in Adopting a Problem-Based Approach in Higher Education. <i>Education sciences</i>, <i>9</i>(4), Article 252. <a href="https://doi.org/10.3390/educsci9040252" target="_blank">https://doi.org/10.3390/educsci9040252</a>
dc.identifier.otherCONVID_33264035
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65925
dc.description.abstractThe article examines the challenges university teachers face when adopting connective pedagogy in organizing teaching. Instead of studying the learning outcomes of the method, we decided in this research to focus on the teachers’ experiences when doing things differently in a fairly traditional pedagogical institution like a university. In spring 2019, as a part of our new degree programme entitled Culture, Communities, and Change (KUMU) at the University of Jyväskylä, we implemented a multisensory ethnography course in collaboration with a third sector development project promoting village tourism in Central Finland. On the course, we applied a problem-based approach to implement the connective pedagogy through which we wanted to increase the students’ working life skills and public engagement. While the main objective of the multisensory ethnography course was to develop village tourism and teach the students how to do ethnographic research, we also scrutinized our own teaching experience in developing higher education pedagogy through documenting our own activities in field diaries and analysing our own roles through self-reflexive ethnographic practice. The group discussions and the diaries of the teachers during the course are the data that has been analysed by means of social practice theory. The three elements of social practices—material, competence, and meaning—helped us to identify the important factors that should be taken into consideration when trying to change everyday practices in our work, in this case to organize collaborative teaching with a third sector development project. According to our results, a problem-based approach is an effective tool on a collaborative project course between the university and a third sector organization because it enabled us to practice connective pedagogy at a very practical level. There are also challenges in applying a new method. Studying our diaries and notes of group discussions and reflecting our experiences, we identified the following critical stages and weak spots: Planning and co-ordinating the course took a lot of time and resources and teachers must tolerate a certain amount of uncertainty. The competence of the teachers was also challenged; they needed to be open, for example, to dealing with unfamiliar research topics. Even if the teachers’ meanings, motivation, and values were in accordance with the principles of connective pedagogy, there are still many contradictions in the meaning element of problem-based teaching practice. Above all, the teachers were compelled to question their role as experts when taking third sector actors as equal partners in producing new knowledge.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherMDPI
dc.relation.ispartofseriesEducation sciences
dc.rightsCC BY 4.0
dc.subject.otherproblem-based approach
dc.subject.othersocial practice theory
dc.subject.otherconnective pedagogy
dc.subject.otherhigher education
dc.subject.otherteachers’ perspective
dc.subject.othercollaborative teaching
dc.subject.otherthird-sector
dc.subject.otherethnography
dc.titleDeveloping Connective Pedagogy in Cultural Research : A Case Study from the Teachers’ Perspective in Adopting a Problem-Based Approach in Higher Education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201910174497
dc.contributor.laitosYhteiskuntatieteiden ja filosofian laitosfi
dc.contributor.laitosHistorian ja etnologian laitosfi
dc.contributor.laitosDepartment of Social Sciences and Philosophyen
dc.contributor.laitosDepartment of History and Ethnologyen
dc.contributor.oppiaineEtnologiafi
dc.contributor.oppiaineSosiologiafi
dc.contributor.oppiaineKulttuuripolitiikkafi
dc.contributor.oppiaineEthnologyen
dc.contributor.oppiaineSosiologyen
dc.contributor.oppiaineCultural Policyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn2227-7102
dc.relation.numberinseries4
dc.relation.volume9
dc.type.versionpublishedVersion
dc.rights.copyright© 2019 by the authors.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajat
dc.subject.ysoetnografia
dc.subject.ysoyhteisopettajuus
dc.subject.ysoreflektio
dc.subject.ysokolmas sektori
dc.subject.ysokorkea-asteen koulutus
dc.subject.ysoongelmalähtöinen oppiminen
dc.subject.ysokokemukset
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p14028
jyx.subject.urihttp://www.yso.fi/onto/yso/p26372
jyx.subject.urihttp://www.yso.fi/onto/yso/p23563
jyx.subject.urihttp://www.yso.fi/onto/yso/p6901
jyx.subject.urihttp://www.yso.fi/onto/yso/p3390
jyx.subject.urihttp://www.yso.fi/onto/yso/p5918
jyx.subject.urihttp://www.yso.fi/onto/yso/p3209
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3390/educsci9040252
jyx.fundinginformationThis research received no external funding and it was conducted as part of the development of the degree programme Cultures, Communities and Change at the University of Jyväskylä. Eerika Koskinen-Koivisto's work is funded by Emil Aaltonen Foundation.
dc.type.okmA1


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