Browsing by Subject "Opettajaopiskelijat"

This study was conducted to learn more about the conceptions of knowledge and learning of teacher students, and how strong of an appearance these different dimensions make. Additionally, possible differences between elementary school teacher students and pre-school teacher students are studied. The data is quantitative (n=217), acquired as a part of a larger study, Mind the Gap (2013 – 2016). The data was analyzed statistically. Tool used for analyzing the concepts of knowledge and learning was MED NORD created by Lonka, Sharafi, Karlgren, Masiello, Nieminen, Birgegård & Josephson (2008) based on Conceptions of Learning and Knowledge Questionnaire (CLKQ). The questionnaire tool used in this study consisted of 15 propositions made of five different dimensions (collaborative knowledge building, reflectivity, metacognitivity, certain knowledge, and practical knowledge) of conceptions of knowledge and learning. The differences between groups (age, having an earlier degree) inside of all the teacher students, and between elementary school teachers and pre-school teachers were studied with independent sample t-test and One-Way ANOVA (Analysis of Variance). Results showed that with the general group of teacher students, collaborative knowledge building, reflectivity, and practical knowledge were highly valued. Elementary school teacher students valued metacognitivity and collaborative knowledge building significantly more than pre-school teacher students. Instead, pre-school teacher students showed significantly higher appreciation of certain and practical knowledge, despite pre-school teacher students being older and more of them already having a degree in higher education. This difference could originate in a higher number of career-changers in pre-school teacher students and the differences in the extent of elementary school teacher and pre-school teacher studies.