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dc.contributor.authorTynjala, Paivi
dc.contributor.authorVirtanen, Anne
dc.contributor.authorKlemola, Ulla
dc.contributor.authorKostiainen, Emma
dc.contributor.authorRasku-Puttonen, Helena
dc.description.abstractThe purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and sociocultural knowledge. The subjects of the study were 95 student-teachers. The data were collected with questionnaires. In addition to social skills, the student-teachers reported learning of domain-specific skills, generic academic skills, skills for acting creatively in different situations and development of independence. We conclude that the model of Integrative Pedagogy is feasible in teacher education.
dc.publisherTaylor & Francis
dc.relation.ispartofjournalEuropean Journal of Teacher Education
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsSocial competence
dc.subject.keywordssocial interaction
dc.subject.keywordssocial skills
dc.titleDeveloping social competence and other generic skills in teacher education: Applying the model of integrative pedagogy
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationTynjala, P; Virtanen, A; Klemola, U; Kostiainen, E; Rasku-Puttonen, H, Developing social competence and other generic skills in teacher education: Applying the model of integrative pedagogy, European Journal of Teacher Education, 2016, 39 (3), pp. 368-387
gro.hasfulltextNo Full Text
gro.griffith.authorTynjala, Paivi

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