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Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online

Permanent lenke
https://hdl.handle.net/10037/25451
DOI
https://doi.org/10.1007/s10639-022-11135-z
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Åpne
article.pdf (842.1Kb)
Publisert versjon (PDF)
Dato
2022-06-10
Type
Journal article
Tidsskriftartikkel
Peer reviewed

Forfatter
Madsen, Siri Sollied; Habbestad, Helge; Borch, Iris
Sammendrag
This article presents a study of an educational experiment conducted at the early childhood education programme at UiT, the Arctic University of Norway. As COVID-19 made social distancing an issue, the traditional practicum in kindergartens was moved to online platforms. Constructive alignment was used as an analytical framework to investigate the possibilities and limitations of student teachers’ learning outcomes in a collaborative online learning activity. Overall, 8 out of 9 practicum teachers found the online practicum form a better alternative than supplying the student teacher with a written assignment, and 72.7% of the student teachers agreed or somewhat agreed with facilitating learning outcomes from the online practicum regardless of social distancing. The need for professional digital competence is central, as digital technology is not simply part of pedagogical practices but is becoming an integrated part of communicating and collaborating with colleagues and parents. This study broadens the understanding of how collaborative online learning can facilitate unintended valuable learning outcomes and critically debates the limitations related to emphasising a too-strong focus on intended learning outcomes as a premise for constructive alignment in education.
Forlag
Springer
Sitering
Madsen, Habbestad, Borch. Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online. Education and Information Technologies : Official Journal of the IFIP technical committee on Education. 2022
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  • Artikler, rapporter og annet (lærerutdanning og pedagogikk) [663]
Copyright 2022 The Author(s)

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