Collaborative pedagogical practices within teacher education: Supporting physical education students' professional development as a teacher

The ability to work collaboratively with others is a key competence one needs in working life today (Binkley et al., 2012; Future Work Skills 2020). According to recent studies, collaboration and interaction are emphasized... [ view full abstract ]

The ability to work collaboratively with others is a key competence one needs in working life today (Binkley et al., 2012; Future Work Skills 2020). According to recent studies, collaboration and interaction are emphasized more than before in the teaching profession (Häkkinen et al., 2016; Sahlberg, 2015; Vangrieken et al., 2015), which brings challenges to teacher education. The current study focuses on collaborative pedagogical practices in physical education teacher education. Data were collected in a study module where the pedagogical practices have been developed over ten years to be more collaborative. These practices are based on the self-determinant theory of Deci and Ryan (2000), the interaction model of Gordon (2004), and teachers’ own studies and experiences (Klemola, 2009; Lauritsalo, 2014; Tynjälä et al., 2016). In Finland, physical education students carry out these studies during their last academic year (4^th or 5^th). This study will show 1) how these collaborative pedagogical practices are developed and constructed from the perspectives of teachers, 2) how physical education students see these practices, and 3) the kinds of learning experiences physical education students gain from this study module. The data consists of the interviews with teachers (n=3), and physical education students (n=21) and the students’ questionnaires (N=93, n=71). According to the preliminary findings, the following unique traits characterize the construction of the study module: 1) intentional acts concerning a sense of community and togetherness, 2) collaborative knowledge construction, and 3) continuity concerning studying and learning. The physical education students felt that this study module advanced their professional development and as a whole provided an empowering professional educational experience. In short, physical education students’ professional development was the very learning outcome of this particular study module. Moreover, the collaborative pedagogical practices within this module can be characterized as a process that supports and promotes this development.