Hannele Niemi

Active Learning: A Cultural Change Needed in Teacher Education and Schools.

Abstract In this article, the purpose is to evaluate how teacher education may promote active learning and what the main obstacles are to reach this target. The problem is investigated from the perspective of student teachers, teacher educators, teachers and pupils in schools. All these groups have evaluated how active learning is applied and what the obstacles are to active learning. The results clearly indicated that schools and teacher education departments are in the middle of a cultural change. Many indicators of active learning can be seen, but there are many obstacles which should be overcome.

Transcription factor GATA-6 is expressed in the endocrine and GATA-4 in the exocrine pancreas

GATA-4 and GATA-6 are zinc finger transcription factors that regulate gene expression, differentiation, and cell proliferation in various tissues. These factors have been implicated in the development of endodermal derivatives, including epithelial cells in the yolk sac, lung, and stomach. In the present study, we have characterized the expression of GATA-4 and GATA-6 during development of another endodermal derivative, the mouse pancreas, using a combination of in situ hybridization and immunohistochemistry. Neither GATA-4 nor GATA-6 antigen was detected in E10.5 pancreatic epithelial buds expressing Pdx-1. By E15.5, GATA-4 mRNA and protein were evident in developing pancreatic acini, but not in ductal or endocrine cells of the pancreas; GATA-6 mRNA and protein were present in both endocrine and exocrine cell precursors. In the newborn and adult pancreas, GATA-4 protein was seen in acinar cells, while GATA-6 antigen was found mainly in islet beta-cells. The amphicrine pancreatic AR42J-B13 cell line was used to study the expression of GATA-4 and GATA-6 during the differentiation of these cells towards an endocrine phenotype. Endocrine differentiation was associated with marked increase in GATA-6 but not GATA-4 mRNA levels. We conclude that GATA-4 is a marker of exocrine pancreatic differentiation, whereas GATA-6 is a marker of endocrine pancreatic development.

The Societal Factors Contributing to Education and Schooling in Finland

The article introduces the reasons why teaching and learning have a high priority in Finnish society and how teacher education support teachers’ role to work as high quality professionals. The article provides a brief review of the historical and cultural movements that have had an influence on respect for education and learning in Finnish society. The article also provides a description of the Finnish educational system with the comprehensive school as one of its important element.

Towards ICT in Everyday Life in Finnish Schools: Seeking Conditions for Good Practices.

The article discusses how to strengthen educational use of information and communication technology (ICT) in Finnish schools. The conceptions and experiences of the successful integration of ICT in everyday school settings are reported. Participant observations in 20 schools in different parts of Finland were carried out, including discussions with principals and teachers. The results show that when promoting new technology and practices in schools, many components overlap and support each other. The following six main characteristics of successful integration were identified: (1) ICT included in strategic planning, as part of school culture, (2) teaching and learning methods facilitating participation and leading to empowerment, (3) flexible curriculums, (4) high investments in communication, (5) optimum leadership and management, and (6) teaching staffs strong capacity and commitment. The research indicates that an open school culture allows staff to take risks when applying new technology, creates learning environments and empowers learners.

Teacher Professional Development in Finland: Towards a More Holistic Approach

The article reflects on teacher professional development as a continuum that starts during pre-service time, continues into the first years of newly qualified teachers’ induction phase, and spans a career-long development throughout their teaching careers. Finnish teachers work in contexts that provide high professional autonomy and agency in their work. Pre-service teacher education prepares them for this responsible role. In earlier years, in-service training occurred on training days and through short courses. The new trend sees teachers as developers in the whole school community. Teachers have researchbased orientation in pre-service teacher education, which makes them capable to design school-based projects and their own development as it relates to school development. The article introduces four cases in which new trends have already been implemented. These best practices are examples how to (1) support the school community to cross boundaries towards multi-professional cooperation, (2) design an innovative school community using a design-based approach together with many partners, (3) connect pre-service and in-service research-based teacher education in science, technology and math (STEM) teaching, and (4) promote induction for new teachers.

Digital storytelling promoting twenty-first century skills and student engagement

This article presents results on how students became engaged and motivated when using digital storytelling in knowledge creation in Finland, Greece and California. The theoretical framework is based on sociocultural theories. Learning is seen as a result of dialogical interactions between people, substances and artefacts. This approach has been used in the creation of the Global Sharing Pedagogy (GSP) model for the empirical study of student levels of engagement in learning twenty-first century skills. This model presents a set of conceptual mediators for student-driven knowledge creation, collaboration, networking and digital literacy. Data from 319 students were collected using follow-up questionnaires after the digital storytelling project. Descriptive statistical methods, correlations, analysis of variance and regression analysis were used. The mediators of the GSP model strongly predicted student motivation and enthusiasm as well as their learning outcomes. The digital storytelling project, using the technological platform Mobile Video Experience (MoViE), was very successful in teaching twenty-first century skills.

Nursing students' experiential learning processes using an online 3D simulation game

The growing use of game-based simulation in healthcare education reflects the opportunities afforded to learners by serious games, which simulate real-world situations and enable students to emulate the roles of healthcare professionals in a safe and engaging learning environment. As part of a design-based research project to design, test, and evaluate an online 3D simulation game for use in game-based simulation in healthcare education, the present study applied Kolb’s experiential learning theory to investigate nursing students’ experiential learning processes during a 3D simulation game. The data, collected from eight nursing students, comprised audio and video recordings from gaming sessions and focus group interviews. The results indicate that in 3D simulation game, patient-related experiences were supported by audiovisual authenticity, the authenticity of scenarios, and interactivity. Feedback triggered students to reflect on their own learning processes. Students conceptualised knowledge by applying nursing theory, and they internalised procedures that can be used in real life. They also had an opportunity to experiment by exploring and making decisions in the gaming environment. One of the main issues arising from these findings is that 3D simulation games used in game-based simulation should share familiar characteristics of leisure games to ensure an engaging learning experience.

Teachers as Active Contributors in Quality of Education: A Special Reference to the Finnish Context

The chapter reflects on what major changes teachers are facing in their profession related to concepts of learning and knowledge and how these changes influence teachers’ professional work. Thereafter, the author will introduce a conceptual model of the major conditions if teachers are seen as professional agents developing their work based on evidence and research when facing changes in their work. Finally, the chapter analyses the Finnish educational system and teacher education identifying what conditions are supporting teachers’ professional agency. Equity has been the most important value throughout the Finnish educational system and the main aim is that everyone can always continue one’s learning to the next phase and all students are supported in their progress. Finnish teachers are very aware of the ethical nature of their work. They are not regulated by national testing or by inspectorate. They have a lot of freedom but are also required to make professional decisions. In Finland, the teaching profession has become socially, morally, and academically very demanding, but at the same time it has made the profession highly attractive. The Finnish teachers play a key role in the quality of students’ learning and they are expected to take an active role in educational transformations.

Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey.

Abstract This study investigates student teachers’ active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods’ impact student teachers’ professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they achieved during TE. Self-regulated and collaborative learning provided the theoretical framework for the active learning measurements. The professional competences included a wide range of teacher responsibilities in schools and society. The data were collected by a survey. A quantitative analysis utilising a regression analysis approach provided strong evidence that active learning has an impact on professional competences. A qualitative analysis further revealed that active knowledge creation with high engagement in learning tasks and a collaborative learning culture were important modes of active learning. While the study focused on two different TE systems, active learning was important in student teachers’ professional development in both contexts.

Self-Regulation in Higher Education: Students’ Motivational, Regulational and Learning Strategies, and Their Relationships to Study Success

Abstract This study investigates how in the self-regulation of learning (SRL; Pintrich 2000; Zimmerman, 2000), the motivational and affective factors are related to regulation strategies of behaviour and context, and learning strategies - and identifies different profiles in SRL. The study also aims to explore which factors of SRL are related to study success and study progress during master degree studies. The data consist of undergraduate students’ (N = 1248) responses to IQ Learn self-report questionnaires, and of data (n = 229) retrieved from the university ’ s study register. The results revealed that the sub-processes of SRL: motivational and affective components, regulation strategies and learning strategies are systematically related with each other. In addition, motivational and affective factors, especially Intrinsic motivation predicted the use of strategies regulating behaviour and context and the use of learning strategies. Study success correlated slightly positively with accumulation of credits indicating that students with better grades proceed efficiently in their studies. Yet, accumulation of credits was evidenced to relate slightly and negatively with expectancy components of SRL and the use of deep learning strategies. Finally, three student profiles in SRL were encountered: (1) Aiming high with insufficient SRL, (2) Excellent in SRL, and (3) Distressed performers. Educational implications and the needs for future research are discussed.