Developing social competence and other generic skills in teacher education: Applying the model of integrative pedagogy
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Virtanen, Anne
Klemola, Ulla
Kostiainen, Emma
Rasku-Puttonen, Helena
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Abstract
The 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.
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European Journal of Teacher Education
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39
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3
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This is an Accepted Manuscript version of the following article, accepted for publication in European Journal of Teacher Education. Päivi Tynjälä, Anne Virtanen, Ulla Klemola, Emma Kostiainen & Helena Rasku-Puttonen (2016) Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy, European Journal of Teacher Education, 39:3, 368-387, DOI: 10.1080/02619768.2016.1171314. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
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Specialist studies in education
Social Sciences
Education & Educational Research
Social competence
social interaction
social skills
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Tynjala, 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