From a bitter start to meaningful learning in online teacher education.
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| Title: | From a bitter start to meaningful learning in online teacher education. |
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| Authors: | Kostiainen, Emma (AUTHOR), Nousiainen, Tuula (AUTHOR), Näykki, Piia (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Feb2026, Vol. 70 Issue 1, p32-49. 18p. |
| Subjects: | Teacher education, Online education, Student teachers, Transformative learning, Participation, Interpersonal communication, Instructional systems design, Curriculum planning |
| Abstract: | Teacher education (TE) is evolving in its pedagogical approaches and learning environments. While some research has examined the impact of online teaching on TE student perceptions and motivations, less is known about meaningful and successful online learning experiences. This study investigates meaningful learning in an online course on interpersonal communication within a Finnish pre-service teacher education program. Using a qualitative approach and online questionnaires, the study highlights the importance of acknowledging emotions, developing group dynamics, fostering interactions, well-designed pedagogy, and creative technology use. It emphasizes the need for quality online education through careful instructional design to boost pre-service teachers' confidence in online pedagogy. This contributes to understanding how pre-service teachers and higher education students can best learn online, transforming and challenging simplistic views of teaching and learning. Quality online TE helps pre-service teachers develop engaging teaching strategies and confidence in applying online pedagogy in their future practice. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Teacher education (TE) is evolving in its pedagogical approaches and learning environments. While some research has examined the impact of online teaching on TE student perceptions and motivations, less is known about meaningful and successful online learning experiences. This study investigates meaningful learning in an online course on interpersonal communication within a Finnish pre-service teacher education program. Using a qualitative approach and online questionnaires, the study highlights the importance of acknowledging emotions, developing group dynamics, fostering interactions, well-designed pedagogy, and creative technology use. It emphasizes the need for quality online education through careful instructional design to boost pre-service teachers' confidence in online pedagogy. This contributes to understanding how pre-service teachers and higher education students can best learn online, transforming and challenging simplistic views of teaching and learning. Quality online TE helps pre-service teachers develop engaging teaching strategies and confidence in applying online pedagogy in their future practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2459404 |
