Use of Transfer Teachers in Developing a Teaching-Learning Sequence: A Case Study in Physiotherapy Education in Finland

Niina Nurkka

doi:10.5617/nordina.365

Abstract

This paper describes how two transfer teachers implemented a teaching-learning sequence designed and developed by the model of educational reconstruction. This is part of a wider study where the purpose of the study was to determine how the understanding of moment of force and its applications can be improved by developing and evaluating a teaching-learning sequence on the moment of force in physiotherapy training. An eight lesson teaching-learning sequence was designed, consequently implemented and evaluated in two pilot studies and two teaching experiments. In the teachingexperiments the teaching-learning sequence was implemented by two Finnish teachers (transfer teachers) who were not engaged in the planning of the sequence. The teacher in the second teaching experiment followed the guidance notes better than in the first, which may have resulted from the changes in the teaching-learning sequence and adjustment of the guidance notes following the first teaching experiment. The results of this study can be applied in designing and developing teaching-learning sequences, lesson materials and guidance notes (including the guidance of the classroom discourse) for teachers.

Highlights

Designing and evaluating research-based teaching-learning sequences can be considered as a natural way of conducting research on science classroom education
For the second teaching experiment, some changes were made to the teaching-learning sequence and lesson materials according to the implementation of the sequence and the conceptions of the teacher in the first teaching experiment
After the changes made to teaching-learning sequence on the basis of the first teaching experiment, the teacher in the second teaching experiment followed the lesson plans and the guidance notes very accurately

Summary

Introduction

Designing and evaluating research-based teaching-learning sequences can be considered as a natural way of conducting research on science classroom education. A teaching-learning sequence includes a gradual research-based evolutionary process aiming to link the scientific and student perspective. It targets a close link between the teaching and learning of a particular topic (Méheut & Psillos, 2004). Research-based teaching-learning sequences with close linkage between the scientific and the student perspective of different science contents have been done, for example, by Buty, Tiberghien and Le Maréchal (2004), Kabapínar, Leach and Scott (2004), Komorek and Duit (2004), Méheut (2004) and Viiri and Saari (2004). This study (Nurkka, 2006) can be considered as a teaching-learning sequence study because the purpose of the study was to develop the teaching and learning of moment of force in physiotherapy

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Conclusion