A4 Refereed article in a conference publication
Practical Training in Teacher Education: Reflecting Physical and Psychological Learning Environment
Authors: Brita Somerkoski, Päivi Granö, Teija Koskela
Editors: Mirella Cacace, Raija Halonen, Hongxiu Li, Thao Phuong Orrensalo, Chenglong Li, Gunilla Widén, Reima Suomi
Conference name: International Conference on Well-Being in the Information Society
Publication year: 2020
Journal: Communications in Computer and Information Science
Book title : Well-Being in the Information Society. Fruits of Respect : 8th International Conference, WIS 2020, Turku, Finland, August 26–27, 2020, Proceedings
Series title: Communications in Computer and Information Science
Volume: 1270
First page : 251
Last page: 264
ISBN: 978-3-030-57846-6
eISBN: 978-3-030-57847-3
ISSN: 1865-0929
DOI: https://doi.org/10.1007/978-3-030-57847-3_18
This study investigated how international students were reflecting the
learning environment and in particular, the physical and psychological
dimensions of it. During the practical training in their homeland in
Southern Africa area the student teachers used multiple learner-centered
strategies, such as self-reporting, discussions in groups, learning
cafés and teamwork. Based on the data, the trainees were managing these
well. In addition, if their teaching methods were not working, they used
meta-reflection strategies and critical thinking to find solutions for
providing pupils better learning experiences. Regarding the physical
learning environment, in their homeland schools, the trainees were
reporting about the scarcity of materials, such as textbooks and
furniture, but especially the technical devices, such as laptops,
projectors or tablets. Some of the trainees reported finding replacement
for this type of learning by using other than digital learning
material, for instance crayons, posters or stones outside the classroom.