Teacher students' meaningful learning in widening learning worlds

This qualitative metasynthesis investigated students' meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider...

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Published inTeaching education (Columbia, S.C.) Vol. 31; no. 3; pp. 323 - 342
Main Authors Aarto-Pesonen, Leena, Piirainen, Arja
Format Journal Article
LanguageEnglish
Published Brisbane Routledge 02.07.2020
Taylor & Francis Ltd
Subjects
Adult education
Adult Learning
Adult Students
Andragogy
Communities of Practice
Cooperation
Educational Needs
frames of learning
Higher Education
meaningful learning
metasynthesis
Networks
Power Structure
Preservice Teachers
Self Actualization
Skill Development
Social Influences
Student Development
Student teachers
Teacher education
Teacher Education Programs
Teaching Skills
Transformative Learning
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Abstract This qualitative metasynthesis investigated students' meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider picture of the frames of students' meaningful learning in andragogical teacher education programmes. The findings revealed three major learning worlds of adult students' meaningful learning, which formed a common system widening from the professional awakening to the transformative community and agency in society. Based on the findings, this study argues that in andragogical teacher education, which emphasises collaboration and networking in accordance with the current trend in higher education, teacher students may become empowered participants and active agents in society. The findings can be used in planning curricula, and developing programmes of higher education in general and teacher education in particular.
AbstractList This qualitative metasynthesis investigated students' meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider picture of the frames of students' meaningful learning in andragogical teacher education programmes. The findings revealed three major learning worlds of adult students' meaningful learning, which formed a common system widening from the professional awakening to the transformative community and agency in society. Based on the findings, this study argues that in andragogical teacher education, which emphasises collaboration and networking in accordance with the current trend in higher education, teacher students may become empowered participants and active agents in society. The findings can be used in planning curricula, and developing programmes of higher education in general and teacher education in particular.
Audience Higher Education
Postsecondary Education
Adult Education
Author Aarto-Pesonen, Leena
Piirainen, Arja
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Snippet This qualitative metasynthesis investigated students' meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to...
This qualitative metasynthesis investigated students’ meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to...
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SubjectTerms Adult education
Adult Learning
Adult Students
Andragogy
Communities of Practice
Cooperation
Educational Needs
frames of learning
Higher Education
meaningful learning
metasynthesis
Networks
Power Structure
Preservice Teachers
Self Actualization
Skill Development
Social Influences
Student Development
Student teachers
Teacher education
Teacher Education Programs
Teaching Skills
Transformative Learning
Title Teacher students' meaningful learning in widening learning worlds
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