Sammendrag
The Campfire - a Venue for Practical and Aesthetical Learning Processes in Primary Teacher Education
«The campfire» is a workshop that will take place outdoors by the seaside.
In the workshop, we will present a project we have developed for primary teacher students. “The Campfire” brings together different subjects such as physical education, music, drama, arts and crafts, storytelling and relational leadership skills. We will model varied, student-active and interdisciplinary ways of teaching and try to captivate and emphasize the importance of deep and holistic thinking. The subject knowledge will be addressed within a broadly sociocultural orientation (Vygotsky, 1978).
Context: The Norwegian government states that varied and student-active learning should be emphasized in higher education: “Learning is a subjective process through activities and reflection in the interaction between students and teachers, rather than the students passively receiving knowledge” (White Paper, nr.16, 2016-2017). The document “Lærerutdanning 2025” from The Norwegian Ministry of Education and Research claims that research in teacher education must be practical, research-based and interdisciplinary. This means that teacher education must emphasize aesthetic learning processes where understanding is constructed rather than reproduced. This requires cross-disciplinary cooperation between different subjects. In addition, the general part of the new national school curriculum moves towards a more play-based, practical and aesthetical approach to teaching and learning (Regjeringen, 2017).
Research question: How can practical and aesthetical learning processes provide students with the tools and repertoire they need to use a varied, inspirational and interdisciplinary approach to outdoor teaching?
Methods: Educational Design Research, questionnaires, focus group interviews.
Findings and conclusions: Our findings suggest that student-active and interdisciplinary teaching is possible through outdoor teaching in primary teacher education. Interdisciplinary outdoor teaching also seems to be motivational and inspirational for both educators and students:
“I have experienced the possibilities of outdoor teaching and seen good examples of interdisciplinary work” (student citation).
Significance: We have been developing this project since 2012. During these years, we have observed how students have used their knowledge and experiences from this project in their own teaching practices.
Keywords: interdisciplinary teaching, outdoor teaching, primary teacher education, practical and aesthetical learning processes
References:
Kunnskapsdepartementet: Lærerutdanning 2025. Nasjonal strategi for kvalitet og samarbeid i lærerutdanningene Henta 11-06.18 frå https://www.regjeringen.no/contentassets/d0c1da83bce94e2da21d5f631bbae817/kd_nasjonal-strategi-for-larerutdanningene_nett_11.10.pdf
Meld. St. 16 (2016–2017) Kultur for kvalitet i høgare utdanning
Regjeringen. (2017) Overordna del – verdiar og prinsipp for grunnopplæringa, fastsett ved kongeleg resolusjon 1. september 2017.Henta 11.06.18 frå https://www.regjeringen.no/contentassets/37f2f7e1850046a0a3f676fd45851384/overordnet-del---verdier-og-prinsipper-for-grunnopplaringen.pdf
Vygotsky, L. (1978). Mind in Society. The Development of higher Psychological Processes. Cambridge: Harvard University Press

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