期刊名称：Techne Series: Research in Sloyd Education and Craft Science A
印刷版ISSN：1893-1774
出版年度：2016
卷号：23
期号：1
语种：English
出版社：NordFo
摘要：Craft education in Finland has been in a state of change. The concept of a holistic craft process was implemented in the National Core Curriculum in 2004 and the new Curriculum from 2014 strengthened it. Craft and holistic craft is not one unity but includes several orientations. This study aims to research student teachers’ conceptions and perceptions about diverse orientations and the necessity of craft education before they begin their studies in craft pedagogy. Given that the beliefs that student teachers bring to professional learning play a pivotal role in influencing what they can learn from teacher education, they are a subject worthy of investigation. The data consists of on‐line questionnaire answers by student teachers (N=113) at the University of Finland in teacher education in 2014. The on-line questionnaire was answered at the beginning of a basic course in textile craft education at an early stage of their teacher studies. Findings suggest that student teachers conceive of craft education primarily as model-oriented and skill-oriented rather than design-oriented and expression-oriented. Student teachers think that craft education is needed at school, but explanations are not very diverse. The findings of this study can be useful in the process of developing teacher education programmes.
其他摘要：Craft education in Finland has been in a state of change. The concept of a holistic craft process was implemented in the National Core Curriculum in 2004 and the new Curriculum from 2014 strengthened it. Craft and holistic craft is not one unity but includes several orientations. This study aims to research student teachers’ conceptions and perceptions about diverse orientations and the necessity of craft education before they begin their studies in craft pedagogy. Given that the beliefs that student teachers bring to professional learning play a pivotal role in influencing what they can learn from teacher education, they are a subject worthy of investigation. The data consists of on‐line questionnaire answers by student teachers (N=113) at the University of Finland in teacher education in 2014. The on-line questionnaire was answered at the beginning of a basic course in textile craft education at an early stage of their teacher studies. Findings suggest that student teachers conceive of craft education primarily as model-oriented and skill-oriented rather than design-oriented and expression-oriented. Student teachers think that craft education is needed at school, but explanations are not very diverse. The findings of this study can be useful in the process of developing teacher education programmes.
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