Using interactive tools and teaching methods to prepare teacher students for the task of conveying basic values
2016 (English)In: EDULEARN16 Proceedings: 8th International Conference on Education and New Learning Technologies / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia: IATED Academy , 2016, 7197-7201 p.Chapter in book (Refereed)
Generally, teachers are expected to convey certain basic values to their pupils in addition to the task of mediating knowledge. These values differ between different countries and may be either implicitly taken for granted within the educational system or explicitly established in regulatory documents. In light of this aspect of the teacher profession, we take it to be an important ingredient in the teacher education to prepare teacher students for the task of conveying such basic values. The present paper focuses on pedagogical challenges in relation to this task. In order to investigate the evaluative profiles of the teacher students and develop this aspect of the teacher education, we have worked according to a model with three distinct phases. (1) A survey was designed, using interactive tools and deliberately choosing questions in relation to (a) the task provided by The Swedish National Agency for Education (SNAE) of conveying a set of basic values, and (b) more extensive international studies. (2) Students were invited to answer the survey, where they received direct feedback, providing the basis for problematizing and discussing their evaluations in relation to alternative views. In addition their answers provided information for us to map their evaluative profile. (3) The evaluative profile was in turn put in relation to the basic values of their future profession and international research. Hence the students were engaged in creating a substantial part of the study material of the course used as a point of departure for critical analysis and discussion, making the students aware of their own evaluative profile and alternative points of view. We believe that such an increased awareness of one’s own evaluative profile is one prerequisite to develop a professional attitude to conveying both individual and social values in the teacher’s pedagogical practice and meet the requirements from SNAE and the challenges of evaluatively diverse teaching environments. In this paper we present our method and explain how it can be used as a general model for working with values in the teacher education.
Place, publisher, year, edition, pages
Valencia: IATED Academy , 2016. 7197-7201 p.
, EDULEARN proceedings, ISSN 2340-1117 ; 8
Basic values, Evaluative profiles, Conveying values, Teacher education, Value reproduction, Individualism, Interactive learning tools, Teaching methodology
IdentifiersURN: urn:nbn:se:umu:diva-124106DOI: 10.21125/edulearn.2016.0567ISBN: 978-84-608-8860-4OAI: oai:DiVA.org:umu-124106DiVA: diva2:949209