The Development of Sloyd Teacher Students’ Self-Directed Learning Readiness

  • Mika Metsärinne University of Turku
  • Kalle Virta University of Turku

Abstract

This research is the first part of a longitudinal study of sloyd teacher students’ self-directed learning of craft & technology studies at the end of bachelor level throughout three decades in Finland. Sloyd education is the main subject in the sloyd teacher study program in University of Turku and Åbo Akademi University in Finland. These sloyd teacher study programs progresses to the master’s level of education and provides readiness to teach the school subject sloyd in comprehensive and high schools. This study is focused mainly of the craft and technology combination in purposes of sloyd education in university of Turku. The studies consists mainly of wood, plastic, metal, information and textile technologies, mechanical engineering, electricity and some basics of automation technologies, research methodologies, pedagogics and product planning. The aim of the present research was to study whether there are any Self-Directed Learning Readiness (SDLR) differences between the craft & technology studies of sloyd teacher students in the year 1992 and 2002. The main result was that the 92-group had higher SDLR -points compared to the 02-group. The main conclusion is that craft & technology studies require plenty of time for students’ development of self –directed learning that is adequate for sloyd teacher education.


Key words: Sloyd education, Self-direction learning; self-directed learning readiness, Sloyd (craft & technology) teacher education

Referera så här
Metsärinne, M., & Virta, K. (1). The Development of Sloyd Teacher Students’ Self-Directed Learning Readiness. Techne Serien - Forskning I Slöjdpedagogik Och Slöjdvetenskap, 19(1). Hämtad från https://journals.hioa.no/index.php/techneA/article/view/483
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