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Teaching twenty-first-century skills: examining collaborative learning in initial teacher education in Finnish universities.

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Title: Teaching twenty-first-century skills: examining collaborative learning in initial teacher education in Finnish universities.
Authors: Ferreira, Juliene Madureira (AUTHOR), Zabolotna, Kateryna (AUTHOR), Lee, Samin (AUTHOR)
Source: Scandinavian Journal of Educational Research. Dec2025, Vol. 69 Issue 7, p1319-1340. 22p.
Subjects: Collaborative learning, Teacher education, Qualitative research, Beginning teachers, Universities & colleges, Theory-practice relationship, Curriculum planning, Teaching methods
Abstract: This study investigated whether and how research-based knowledge on collaborative learning is applied as theoretical content and a pedagogical approach in the Initial Teacher Education (ITE) curricula in Finnish universities. It adopted a qualitative approach, triangulating curriculum documentation and in-depth interviews with curriculum development experts responsible for designing ITE. Results suggest CL's central ideas are present in the curriculum documentation and transversally addressed as a teaching practice of group work, highly dependent on the teachers' approach. However, the up-to-date empirical discoveries of the learning mechanisms involved in CL processes are not visible in the formal curriculum, creating tensions between content/theory and method/pedagogy. The study uses the Finnish case to critically discuss the challenges of evidencing clear guidelines on CL in ITE curriculum. It emphasises the importance of addressing CL theories and practical methods in ITE to bridge gaps between theory and practices, preparing teachers for contemporary teaching and learning. contexts. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teaching twenty-first-century skills: examining collaborative learning in initial teacher education in Finnish universities.
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  Data: <searchLink fieldCode="AR" term="%22Ferreira%2C+Juliene+Madureira%22">Ferreira, Juliene Madureira</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zabolotna%2C+Kateryna%22">Zabolotna, Kateryna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Samin%22">Lee, Samin</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Dec2025, Vol. 69 Issue 7, p1319-1340. 22p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+teachers%22">Beginning teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Theory-practice+relationship%22">Theory-practice relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated whether and how research-based knowledge on collaborative learning is applied as theoretical content and a pedagogical approach in the Initial Teacher Education (ITE) curricula in Finnish universities. It adopted a qualitative approach, triangulating curriculum documentation and in-depth interviews with curriculum development experts responsible for designing ITE. Results suggest CL's central ideas are present in the curriculum documentation and transversally addressed as a teaching practice of group work, highly dependent on the teachers' approach. However, the up-to-date empirical discoveries of the learning mechanisms involved in CL processes are not visible in the formal curriculum, creating tensions between content/theory and method/pedagogy. The study uses the Finnish case to critically discuss the challenges of evidencing clear guidelines on CL in ITE curriculum. It emphasises the importance of addressing CL theories and practical methods in ITE to bridge gaps between theory and practices, preparing teachers for contemporary teaching and learning. contexts. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/00313831.2024.2419078
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      – Code: eng
        Text: English
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        PageCount: 22
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      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Teacher education
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      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Beginning teachers
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      – SubjectFull: Universities & colleges
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      – SubjectFull: Theory-practice relationship
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Teaching methods
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      – TitleFull: Teaching twenty-first-century skills: examining collaborative learning in initial teacher education in Finnish universities.
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            – D: 01
              M: 12
              Text: Dec2025
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              Y: 2025
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