How Do Students Describe Their Study Processes in the Competence-Based Vocational Special Education Teacher Training

Datos Bibliográficos

ID21252004
AutoresPirkko Kepanen (Oulu University of Applied Sciences), Kaarina Määttä (0000-0001-5658-7021, University of Lapland), Satu Uusiautti (0000-0002-2409-6460, University of Lapland, autor de correspondencia)
Año2020
Volumen3
Número2
Páginas247-263
Fecha de publicación2020-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHuman Arenas (JOURNAL)
Identificadores de la revistaISSN: 2522-5790 • E-ISSN: 2522-5804
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s42087-019-00080-y
OpenAlexW2969726983
IdiomaEN
Citas recibidas2
Referencias citadas35

The competence-based approach has entered Finnish education after the recent reform of vocational education. Although there is plenty of research nationally and internationally about the idea of competence-based education, the student perspective has remained in the shadow. This research focused on vocational special education teacher students’ experiences of the competence-based education. They started at the Oulu University of Applied Sciences in 2014 in the new competence-based teacher training program. This was a narrative research focusing on the students’ ( N = 20) descriptions of their study processes. The data consisted of their written narratives as well as personal interviews at the beginning and end of the study process. Students’ experiences of the different phases of education and perceived benefits and challenges of competence-based education are introduced as results. While the competence-based education seemed to serve well adult students participating in it, there are many definitions and practices that have to be studied and defined better. Suggestions for future development to enhance both vocational teacher training and competence-based education in general are discussed based on the findings

Mathematics education · Medical education · Narrative · Pedagogy · Teacher education · Vocational education · Competency Development and Evaluation · Higher Education Learning Practices · Innovative Education and Learning Practices · Medicine · Psychology · Social Psychology