Abstract
Background: The new core curriculum for basic education in Finland emphasises the interrelation between learners’ participation and multidisciplinary learning. Each learner must be provided with an opportunity to join at least one multidisciplinary learning module each year. Hence, student teachers also implement a multidisciplinary learning module as part of their teaching practice at the University of Helsinki. Aim: In this article, I describe how two multidisciplinary learning modules were implemented by four third-year student teachers in a teacher training school and how they were educated to analyse the different forms of participation in their teaching. Setting: The research question of this article is as follows: How do different teaching practices used in multidisciplinary learning modules support learners’ participation? Methods: The data of this study consist of two documentation forms: two semi-structured group interviews and a field note diary. Results: The results showed that most of the practices used in multidisciplinary learning modules supported an active joining form of participation and a collaborative form of participation. In the multidisciplinary learning modules, a child-oriented form of participation was supported through practices that related to creating artistic learning outcomes; however, no practices supported a child-led form of participation . Conclusion: In this study, the student teachers learned to analyse the different forms of participation in their teaching. Nevertheless, more data about the workability of the mentoring method in other contexts are needed.
Highlights
In the 21st century, Finland has become famous for its educational system
To promote learners’ participation, each learner must be provided with an opportunity to join at least one multidisciplinary learning module per year
This practice has caused questions: What do we mean by ‘participation in learning’? How is it possible to create holistic multidisciplinary modules while at the same time ensuring that the requirements of the subject-based curriculum are met? Because of the compulsory nature of multidisciplinary learning modules, student teachers must implement a multidisciplinary learning module as part of their teaching practice
Summary
In the 21st century, Finland has become famous for its educational system. Because of its reputation, there has been considerable international interest in Finland’s implementation of the new national curriculum that took place in 2016. Some of the main changes in the Finnish national core curriculum for basic education (Finnish National Board of Education [FNBE] 2014) are connected to two interrelated elements: pupils’ participation and multidisciplinary learning modules. Pupils’ participation is one mission in basic education in Finland. The Finnish national core curriculum states that basic education should reinforce the pupils’ positive identities as human beings, learners and community members and promote participation, a sustainable way of living and growth into active citizens who use their democratic rights and freedoms responsibly. The learners’ involvement in planning their own schoolwork and group activities is seen as a natural way of reinforcing participation (FNBE 2014:37). The new core curriculum for basic education in Finland emphasises the interrelation between learners’ participation and multidisciplinary learning.
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