{"id":1226,"date":"2021-02-12T13:58:05","date_gmt":"2021-02-12T11:58:05","guid":{"rendered":"https:\/\/blog.hamk.fi\/global-education\/?p=1226"},"modified":"2021-02-15T08:21:27","modified_gmt":"2021-02-15T06:21:27","slug":"nuevas-pedagogias-teachers-from-uruguay-learning-finnish-educational-practices","status":"publish","type":"post","link":"https:\/\/blog.hamk.fi\/global-education\/nuevas-pedagogias-teachers-from-uruguay-learning-finnish-educational-practices\/","title":{"rendered":"Nuevas Pedagogias – Teachers from Uruguay Learning Finnish Educational Practices"},"content":{"rendered":"

A group of teachers representing the agroforestry sector from Universidad del Trabajo de Uruguay \u2013 UTU arrived in Finland during the darkest part of the year in 2019 to deepen their knowledge practices in competence-based learning.\u00a0 The focus in their studies at HAMK was to find answers to whether a competence-based approach could be applicable in their own national educational system and processes. \u00a0According to Lonka (2019), the group formed a learning community to deliver diversified new knowledge to their vision of the pedagogical approach. Changing experience, knowledge and ideas, when working collectively, cultivate knowledge to give recommendations for further pedagogical development (Hakkarainen, 2010).<\/p>\n

\"\"
Photo 1. Martti Kolkka, lecturer in the yellow jacket, guides the UTU\u00b4s visitors at Evo campus.<\/strong><\/figcaption><\/figure>\n

Combining theoretical knowledge with practice offered an opportunity to familiarize participants with the forestry studies at Evo, HAMK\u2019s actual agroforestry learning environment. Inspiring discussions with the teachers and observations of the students\u2019 forestry studies, made the competence-based approach more understandable. \u00a0It broadened the understanding of the benefits of the teachers\u00b4 cooperative working methods in competence-based learning and the students\u2019 skills demonstrations as an assessment tool.<\/p>\n

Pedagogical solutions and topics were also interesting. Teachers\u2019 content knowledge can be divided into three categories: subject matter content knowledge, pedagogical content knowledge and curriculum knowledge (Shulman, 1986). The teachers from Uruguay practiced pedagogical content knowledge by studying various pedagogical models and teaching methods. One of them was the technology enhanced pedagogical infrastructure framework (Lakkala et al., 2010) that is usable when designing learning processes for students or when assessing learning designs. \u00a0Based on that framework, Korhonen et al. (2019) have made a practical frame to create and assess learning designs. The Uruguayan teachers made learning designs for their own teaching context and self-assessed them following the practical evaluation frame (Korhonen et al. 2019). Furthermore, they carried out a self-assessment following the practical evaluation frame. Their self-assessment scores are presented in Figure 1. Overall, it seems that they found out that their learning designs reached a high quality since 21 teachers out of 24 registered a score of 10 or more.<\/p>\n

 <\/p>\n

\"\"
Figure 1. Total scores of learning designs by self-assessments<\/strong><\/figcaption><\/figure>\n

The participants wrote more specific answers to their self-assessments. They think that they should concentrate more carefully on components of the pedagogical infrastructure. They reflected that they did not receive the highest level of planning for each component. They commented also that they found this kind of self-assessment must be a constant and permanent practice to improve teacher\u2019s practices.<\/p>\n

\"\"
Photo 2. UTU\u00b4s teachers after completing a teaching session. <\/strong><\/figcaption><\/figure>\n

Changing the mindset of the current pedagogical system takes time. There are many challenges in that process, but surely high motivation will give energy and keep the developers engaged. Instead of seeing the participants swimming upstream too often during the development project, they will extend their resilience to become bridgebuilders between the current educational system and the new system of this competence-based approach.<\/p>\n

About the Authors<\/a><\/div>
\n

\"\"<\/p>\n

Anne-Maria Korhonen<\/strong>
\nPrincipal Research Scientist, HAMK Edu<\/p>\n

\"\"<\/p>\n

Pirjo Tuominen<\/strong>
\nSenior Lecturer, HAMK Edu<\/p>\n<\/div><\/div>\n\n

References:<\/strong><\/p>\n

Hakkarainen, K., Lonka, K.,& Lipponen, L. (2004). Tutkiva oppiminen, j\u00e4rki, tunteet ja kulttuuri oppimisen sytytt\u00e4j\u00e4n\u00e4<\/em>. WSOY.<\/p>\n

Korhonen, A.-M., Lakkala, M. & Veermans, M. (2019). Identifying vocational student teachers’ competence using an ePortfolio.\u00a0European Journal of Workplace Innovation<\/em>, 5(1).\u00a0https:\/\/doi.org\/10.46364\/ejwi.v5i1.512<\/a><\/p>\n

Lakkala, M., Ilom\u00e4ki, L. & Kosonen, K. (2010). From instructional design to setting up pedagogical infrastructures: designing technology-enhanced knowledge creation. Technologies and practices for constructing knowledge in online environments: Advancements in learning<\/em>, pp. 169-185. Information Science Reference.<\/p>\n

Lonka, K. (2019).\u00a0Phenomenal learning from Finland.<\/em> Otava Book Printing Ltd: Keuruu.<\/p>\n

Shulman, L. (1986). Those who understand: Knowledge growth in teaching author(s). Educational Researcher<\/em>, 15<\/em>(2), 4\u201314.<\/p>\n

Further readings:<\/strong><\/p>\n

Celebrating First Year of Achievements in HAMK-UTU Collaboration on Agroforestry Training<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

A group of teachers representing the agroforestry sector from Universidad del Trabajo de Uruguay \u2013 UTU arrived in Finland during the darkest part of the year in 2019 to deepen their knowledge practices in competence-based learning.\u00a0 The focus in their studies at HAMK was to find answers to whether a competence-based approach could be applicableMore<\/a><\/span><\/p>\n","protected":false},"author":8,"featured_media":1232,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[182,181,117],"tags":[209,123,152,75,131,36,184],"class_list":{"0":"post-1226","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-agroforestry","8":"category-uruguay","9":"category-vocational-education","10":"tag-hamk-edu","11":"tag-hamk-global-education","12":"tag-learning-community","13":"tag-pedagogical-change","14":"tag-pedagogical-developers","15":"tag-teacher-education","16":"tag-utu"},"acf":[],"yoast_head":"\nNuevas Pedagogias - 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