Article Green Open Access 2016

Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

TP
Tynjälä, Päivi T.
 VA
Virtanen, Anne
 KU
Klemola, Ulla
 KE
Kostiainen, Emma
 RH
Rasku-Puttonen, Helena
European Journal of Teacher Education
Journal · Vol. 39 · Issue 3 · pp. 368-387
Abstract

The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and sociocultural knowledge. The subjects of the study were 95 student-teachers. The data were collected with questionnaires. In addition to social skills, the student-teachers reported learning of domain-specific skills, generic academic skills, skills for acting creatively in different situations and development of independence. We conclude that the model of Integrative Pedagogy is feasible in teacher education. © 2016 Association for Teacher Education in Europe.

Keywords

Author Keywords

Teacher Education Social skills social interaction social competence Integrative pedagogy

Index Keywords

Author Affiliations
University of Jyväskylä, Jyvaskyla, Central Finland, Finland
Department of Teacher Education, University of Jyväskylä, Jyvaskyla, Central Finland, Finland
Funding & Acknowledgements
No funding information
References 10 References
1 Arpiainen, Riitta Liisa, The sources and dynamics of emotions in entrepreneurship education learning process, Trames, 17, 4, pp. 331-346, (2013)
2 Ballantine, Joan A., Cooperative learning: A pedagogy to improve students' generic skills?, Education and Training, 49, 2, pp. 126-137, (2007)
3 Barnett, Ronald A., Learning for an unknown future, Higher Education Research and Development, 23, 3, pp. 247-260, (2004)
4 Barrie, Simon C., A conceptual framework for the teaching and learning of generic graduate attributes, Studies in Higher Education, 32, 4, pp. 439-458, (2007)
5 Bath, Debra M., Beyond mapping and embedding graduate attributes: Bringing together quality assurance and action learning to create a validated and living curriculum, Higher Education Research and Development, 23, 3, pp. 313-328, (2004)
6 Education and Mind in the Knowledge Age, (2002)
7 Surpassing Ourselves an Inquiry into the Nature and Implications of Expertise, (1993)
8 Teaching for Quality Learning at University, (1999)
9 Dialogue in Teaching Theory and Practice, (1993)
10 Crebert, Gay, Developing generic skills at university, during work placement and in employment: Graduates' perceptions, Higher Education Research and Development, 23, 2, pp. 147-165, (2004)
Quick Actions
Full Text via DOI
Citation Metrics
97
Times Cited (Scopus)
References 10
Document Identifiers