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( Irja Leppisaari ),( Jan Herrington ),( Yeon Wook Im ),( Leena Vainio ) 한국교육공학회 2011 Educational Technology International Vol.12 No.1
International virtual teamwork offers new opportunities for the professional development of teachers. In this paper, we examine the initial experiences in an ongoing international virtual benchmarking project coordinated by the Finnish Online University of Applied Sciences. What challenges does an international context present for project construction and collaboration? Data from five countries, in the form of participant reflections and researchers’ observations, were analysed according to four types of barriers: language, time, technical and mental barriers. Initial data indicates that trust is an essential starting point, as there is neither time nor possibilities to build mutual trust by traditional means. Organisational confidentiality issues, however, can complicate the situation. The project introduces ‘collision’ as a method of professional development, in which physical and organisational borders are crossed and the skills and competencies needed in global learning environments are acquired.
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( Heo Heeok ),( Leppisaari Irja ) 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.4
Scholars have shown interest in a research approach to teacher education to respond to the increasing demands on the teaching profession and the increasing complexity of learning. Research-based teacher education (RBTE) in Estonia and Finland, as exemplary cases, provides insights on the value of RBTE. The purpose of this study was to investigate the influence of RBTE on teachers’ educational practices in Estonia and Finland, and then to provide implications and insights on teacher education in Korea. To achieve this purpose, individual interviews were conducted with five Estonian teachers and five Finnish teachers. The data were analyzed using the meaning condensation method. We identified seven themes to explain the influence of RBTE on the teachers’ teaching practices: (1) Knowledge and skills in doing research, (2) Reflective attitude in teaching practice, (3) mixed influence of RBTE on teaching practices, (4) usefulness of RBTE for curriculum implementation, (5) appreciation of students’ voices to improve the effectiveness of teaching, (6) teacher support and collaboration, and (7) a socio-cognitive perspective on learning in teaching philosophy. Based on the findings, implications are provided for Korean teacher education.
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허희옥,이옥화,( Irja Leppisaari ) 한국교육공학회 2015 한국교육공학회 학술대회발표자료집 Vol.2015 No.1
본 연구의 목적은 한국 교육과 핀란드 교육의 특성을 파악하기 위하여 학교의 교수-학습 과정을 분석하고, 그 결과에 대한 교육공학적 시사점을 도출하는 것에 있다. 이를 위하여, 학교 교실 수업의 교수-학습 과정에서 일어나는 다양한 현상을 분석하여 그 특성을 파악하고, 이의 교육적 시사점을 도출하고자 하였다. 이를 위하여 총 3년에 걸쳐, 학교 교 육실습에 참여한 한국과 핀란드 예비교사의 교육실습 일지의 내용을 수집하고 분석하였다. 이 연구에 참여한 예비교사는 총 15명이었다. 교육실습은 매년 가을 학기에만 이루어 졌는데, 참여 학생들은 그 기간 동안에 상대국에서 교환학생 자격으로 수학하였다. 교육실습 기간 동안에는 수업 관찰, 직접 교수 등의 활동이 이루어졌고, 예비교사들은 매번 실습 일지를 작성하도록 요구되었다. 이 자료들은 주제분석 방법을 이용하여 분석되었다. 연구 자들이 각자 개별적으로 분석한 후, 논의 과정을 통하여 재분석하고 통합하였다. 그 결과, 수업 상황의 유연성, 학습 내용과 활동의 실제성, 교사-학생의 역할과 관계, 평가의 역할 과 이에 대한 인식, 학습자 참여, 학습자 웰빙 등의 측면에서 두 나라의 교육에 대한 특성이 정리되었다. 이러한 결과는 특히, 교수-학습 과정을 설계하고 운영하는 측면에서 다양한 시사점을 줄 것이다.
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Comparing Open Educational Resource Practices in Higher Education between Finland and South Korea
( Leena Vainio ),( Yeon Wook Im ),( Irja Leppisaari ) 한국교육공학회 2012 Educational Technology International Vol.13 No.1
In this paper we are comparing how the OER (open educational resources) are developed in Higher Education in Finland and South Korea. We also present a comparison model for further studies. Essential findings based on our comparison are that in both countries there are many best practices of use of the OER and open learning. Open educational resources have great potential and their use can ensure quality teaching and learning. The activity has not inspired the great mass of higher education teachers in Finland and Korea. Traditionally, a teacher’s job is working alone, and so a new operational culture is required. Our comparison indicates that numerous questions, fears and problems and cultural differences are also related to the thematic. There is an evident need for a new kind of strategic leadership, a new kind of teaching and learning culture and a doing together and production ideology for the method to spread. Based on our study the following interlinked elements of OER seem to be pivotal: changes to pedagogies, technology and operational culture; educational policy intention; and attitude to culture. Lastly, comparison frame by OER practice model is developed.
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