Advertisement

Chasing Professional Phronesis in Safety and Well-Being: Teacher Education Curriculum as a Case

  • Brita Somerkoski
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 907)

Abstract

Enhancing the safety culture in school context sets new challenges to prospective teachers, their need for safety skills and for the teacher education. This paper discusses firstly, how skill and knowledge oriented safety and well-being contents in the teacher education curriculum could be distinguished. Further on, it is explored, how these two repertoires are presented in the curriculum text of one teacher education unit and how they reflect the Aristotelian ideal of achieving phronesis, practical wisdom. The data pointed out that safety was included in the curriculum and could therefore be seen as a value in teacher education, hence the focus was very strongly in the interactive skills and the group dynamics.

Keywords

Safety risks Well-being Safety culture Learning environment Phronesis Safety competence Skills Teacher education 

Notes

Acknowledgements

The writer of this article wants to thank for the Finnish Fire Protection Fund for the support of this study.

References

  1. 1.
    BJS. Bureau of Justice Statistics. Indicators of School Crime and Safety: 2012. National Center of Educational Statistics. NCES 2013-036. U.S. Department of Education (2012)Google Scholar
  2. 2.
    Helsingin Sanomat, Helsinki times: Gunman sprayed bullets in classroom and corridor, and threw petrol bombs. http://www.helsinkitimes.fi/. Accessed 24 Sept 2008
  3. 3.
    BBC News: Fatal shooting at finnish school. BBC News, 07 November 2007. http://news.bbc.co.uk/2/hi/europe/7082795.stm. Accessed 13 Apr 2016
  4. 4.
    Reiman, T., Oedewald, P.: Turvallisuuskulttuuri [Safety Culture]. VTT Publications, Espoo (2008)Google Scholar
  5. 5.
    Waitinen, M.: Turvallinen koulu? Helsinkiläisten peruskoulujen turvallisuuskulttuurista ja siihen vaikuttavista tekijöistä. Doctoral dissertation: Safe School: Safety culture in basic education. University of Helsinki/Unigrafia, Helsinki (2011)Google Scholar
  6. 6.
    Somerkoski, B.: Learning outcome assessment: cross-curricular theme safety and traffic in basic core curriculum. J. Mod. Educ. Rev. 5, 588–597 (2015)CrossRefGoogle Scholar
  7. 7.
  8. 8.
    Phelan, A.: Curriculum Theorizing and Teacher Education: Complicating Conjunctions. Routledge, London (2015)Google Scholar
  9. 9.
    Aristoteles: Nikomakhoksen etiikka [Nikomakheans Etics] (S. Knuuttila, Trans.). Gaudeamus, Tampere (1989)Google Scholar
  10. 10.
    Tiberius, V.: The Reflective Life: Living Wisely with our Limits. Oxford University Press, Oxford (2008)CrossRefGoogle Scholar
  11. 11.
    Tiberius, V., Swartwood, J.: Wisdom revisited: a case study in normative theorizing. Philos. Explor. 14, 277–295 (2011)CrossRefGoogle Scholar
  12. 12.
    Gunder, M.: Making planning theory matter: a lacanian encounter with phronesis. Int. Plann. Stud. 15, 37–51 (2010)CrossRefGoogle Scholar
  13. 13.
    Jansson, N.: Discourse phronesis in organizational change: a narrative analysis. J. Organ. Change Manag. 27, 769–779 (2014)CrossRefGoogle Scholar
  14. 14.
    Aristotle: The Nicomachean ethics (T. Irwin, Trans.). Hackett, Indianapolis (1999)Google Scholar
  15. 15.
    Jope, G.: Grasping phronesis: the fabric of discernment in becoming an ethical teacher. Doctoral Dissertation. The University of British Columbia, Vancouver, Canada (2014). http://circle.ubc.ca/bitstream/handle/2429/46659/ubc_2014_september_jope_gilmour.pdf?sequence=1
  16. 16.
    Bradley, B.: Rethinking experience in professional practice: lessons from clinical psychology. In: Green, B. (ed.) Understanding and Researching Professional Practice, pp. 65–82. SensePublishers, Rotterdam (2009)Google Scholar
  17. 17.
    Loftus, S., Higgs, J.: Health professional education in the future. In: Loftus, S., Gerzina, T., Higgs, J., Smith, M., Duffy, E. (eds.) Educating Health Professionals: Becoming a University Teacher, pp. 323–334. SensePublishers, Rotterdam (2013)CrossRefGoogle Scholar
  18. 18.
    Ellet, F.: Practical rationality and a recovery of Aristotle’s phronesis. In: Kinsella, E., Pitman, A. (eds.) Phronesis as Professional Knowledge. Practical Wisdom in the Professions, pp. 13–33. SensePublishers, Rotterdam (2012)CrossRefGoogle Scholar
  19. 19.
    Schearn, P.: Teaching practice in safety education: qualitative evidence. Res. Pap. Educ. 21, 335–359 (2006). http://www.tandfonline.com/doi/abs/10.1080/02671520600793799CrossRefGoogle Scholar
  20. 20.
    Hibbert, K.: Cultivating capacity: phronesis, learning, and diversity in professional education. In: Kinsella, E., Pitman, A. (eds.) Phronesis as Professional Knowledge. Practical Wisdom in the Professions, pp. 61–71. SensePublishers, Rotterdam (2012)CrossRefGoogle Scholar
  21. 21.
    Chistie, F.: Phronesis and the practice of science. In: Kinsella, E., Pitman, A. (eds.) Phronesis as Professional Knowledge. Practical wisdom in the Professions, pp. 101–114. SensePublishers, Rotterdam (2012)CrossRefGoogle Scholar
  22. 22.
    Jones, C.: Care and phronesis in teaching and coaching: dealing with personality disorder. Sport Educ. Soc. 22(2), 214–229 (2015)CrossRefGoogle Scholar
  23. 23.
    Flyvbjerg, B.: Making Social Science Matter: Why Social Inquiry Falls and How it can Succeed Again. Cambridge University Press, Cambridge (2001)CrossRefGoogle Scholar
  24. 24.
    Higgs, J.: Realising practical wisdom from the pursuit of wise practice. In: Kinsella, E., Pitman, A. (eds.) Phronesis as Professional Knowledge. Practical wisdom in the professions, pp. 73–86. SensePublishers, Rotterdam (2012)Google Scholar
  25. 25.
    Vaara, E., Whittington, R.: Strategy-as-practice: taking social practices seriously. Acad. Manag. Ann. 6, 285–336 (2012)CrossRefGoogle Scholar
  26. 26.
    Loughran, J.: Enacting pedagogy of teacher education. In: Russel, T., Loughran, J. (eds.) Values, Relationships and Practices. Enacting Pedagogy of Teacher Education, pp. 1–15. Routledge, Oxon (2007)Google Scholar
  27. 27.
    OKM: Ministry of Culture and Education. Perusopetus 2020 – yleiset valtakunnalliset tavoitteet ja tuntijako. [Core Curriculum and Aims in Basic Education] Opetus- ja kulttuuriministeriön työryhmämuistioista ja selvityksiä 2010:1. Yliopistopaino, Helsinki (2010). www.minedu.fi/export/sites/default/OPM/Julkaisut/2010/liitteet/okmtr01.pdf?lang=En. Accessed 13 Apr 2016
  28. 28.
    Pitman, A.: Professionalism and professionalization: hostile ground for growing phronesis. In: Kinsella, E., Pitman, A. (eds.) Phronesis as Professional Knowledge. Practical wisdom in the Professions, pp. 131–146. SensePublishers, Rotterdam (2012)CrossRefGoogle Scholar
  29. 29.
    FNAE a Finnish National Agency for Education. Core Curricula and Qualifications. http://www.oph.fi/english/curricula_and_qualifications. Accessed 13 Apr 2016
  30. 30.
    Spence, S.: phronesis and the student teacher. J. Educ. Thought (JET)/Revue De La Pensée Éducative 41(3), 311–322 (2007). http://www.jstor.org/stable/23765525Google Scholar
  31. 31.
    FNBE: Finnish National Board of Education. www.oph.fi/download/154491_Teacher_Education_in_Finland.pdf. Accessed 23 Apr 2017
  32. 32.
    Basic Education Act Section 29. http://www.finlex.fi/en/laki/kaannokset/1998/en19980628.pdf. Accessed 11 Nov 2017
  33. 33.
    WHO: World Health Organization. Safety and Safety Promotion. Conceptual and Operational Aspects (1998). www.inspq.qc.ca/pdf/publications/150_SecurityPromotion.pdf. Accessed 15 Nov 2017
  34. 34.
    Somerkoski, B., Lillsunde, P.: Safe community designation as quality assurance in local security planning. In: Saranto, K., Castrén, M., Kuusela, T., Hyrynsalmi, S., Ojala, S. (eds.) Safe and Secure Cities. Communications in Computer and Information Science, vol. 450, pp. 194–202. Springer, Cham (2014).  https://doi.org/10.1007/978-3-319-10211-5_20CrossRefGoogle Scholar
  35. 35.
    Niemelä, P., Lahikainen, A.: Inhimillinen turvallisuus [Human Safety and Security]. Kirjakas, Tallinna (2002)Google Scholar
  36. 36.
    Welander, G., Svanström, L., Ekman, R.: Safety Promotion - An Introduction, 2nd edn. Karolinska Institutet, Stockholm (2004)Google Scholar
  37. 37.
    Helkama, K.: Suomalaisten arvot: Mikä meille on oikeasti tärkeää? [Finnish values: What is really important for us?] Suomalaisen Kirjallisuuden Seura, Helsinki (2015)Google Scholar
  38. 38.
    Barton, P.: Parsing the Achievement Gap: Baselines For Tracking Progress. Educational Testing Service, Princeton (2003)Google Scholar
  39. 39.
    Jukarainen, P., Syrjäläinen, E., Värri, V.-M.: Kohti turvallista ja hyvinvoivaa koulua – Valvontaa, vastuuta ja elämää erilaisuuden kanssa [Towards safety and wellbeing in the school – monitoring, responsibility and living with difference]. Kasvatus 43, 244–253 (2012)Google Scholar
  40. 40.
    Yrjänäinen, S.: Koulu ja vastuulliseen kansalaisuuteen kasvattaminen [School and bringing up citizenship]. In: Mäkinen, J. (ed.) Asevelvollisuuden tulevaisuus, vol. 9, pp. 118–132 (2013)Google Scholar
  41. 41.
    Törnroos, J.: Curriculum, textbooks, and achievement – grade 7 mathematics achievement under assessment. Doctoral dissertation. University of Jyväskylä, Jyväskylä. Institute for Educational Research. Research Reports 13, pp. 19─25 (2005). https://jyx.jyu.fi/dspace/bitstream/handle/123456789/37534/978-951-39-3226-8.pdf?sequence=1. Accessed 15 Jan 2018
  42. 42.
    Pinar, W., Reynolds, W., Slattery, P., Taubman, P.: Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. Peter Lang Publishing, Bern (1995)Google Scholar
  43. 43.
    Ross, W., Mathison, S., Vinson, K.: Social studies curriculum and teaching in the era of standardization. In: Ross, W. (ed.) The Social Studies Curriculum. Purposes, Problems, and Possibilities, 4th edn, pp. 25–49. State University of New York Press, Albany (2014)Google Scholar
  44. 44.
  45. 45.
    Hökkä, P., Eteläpelto, A., Rasku-Puttonen, H.: Recent tensions and challenges in teacher education as manifested in curriculum discourse. Teach. Teach. Educ. 26, 845–853 (2010)CrossRefGoogle Scholar
  46. 46.
  47. 47.
    Vitikka, E., Salminen, J., Annevirta, T.: Opetussuunnitelma opettajankoulutuksessa [Curriculum in the teacher education]. Opetushallitus. Muistiot 2012:4 (2012)Google Scholar
  48. 48.
    Somerkoski, B.: Turvallisuus yläkoululaisen kokemana [Safety from the perspective of secondary students]. In: Mäkinen, J. (ed.) Asevelvollisuuden tulevaisuus, vol. 9, pp. 133–143. Maanpuolustuskorkeakoulu, Helsinki (2013)Google Scholar
  49. 49.
    STM Koti- ja vapaa-ajan tapaturmien ehkäisyn kansallinen tavoiteohjelma vuosille 2014─2020 [The national programme for preventing injuries at home and in leisure activities 2014─2020]. Publications of the Ministry of Social Affairs and Health 2013:16 (2013). www.stm.fi/julkaisut
  50. 50.
    THL: Providing a safe environment for our children and young people Finland’s national action plan for injury prevention among children and youths. In: Markkula, J., Öörni, E. (eds.) Turvallinen elämä lapsille ja nuorille (2009). https://www.julkari.fi/bitstream/handle/10024/80158/bcda07c2-aa23-4faa-a59d-55a60fdc6764.pdf?sequence=1
  51. 51.
    University of Lapland Opinto-opas. [Curriculum for the University of Lapland]. Kasvatustieteiden tiedekunta 2012─2013. Lapin yliopistopaino, Rovaniemi (2012)Google Scholar
  52. 52.
    Fairclough, N., Wodak, R.: Critical discourse analysis. In: van Dijk, T. (ed.) Discourse as Social Interaction: Discourse Studies, vol. 2, pp. 258 − 284. Sage, London (1997, 2012)Google Scholar
  53. 53.
    Rogers, R.: An introduction to critical discourse analysis in education. In: Rogers, R. (ed.) An Introduction to Critical Discourse Analysis in Education. Lawrence Erlbaum Associates, Mahwah (2004)Google Scholar
  54. 54.
    van Dijk, T.: Critical discourse analysis. In: Tannen, D., Schiffrin, D., Hamilton, H. (eds.) Handbook of Discourse Analysis, pp. 352–371. Blackwell, Oxford (2001)Google Scholar
  55. 55.
    Salloum, S.: The place of practical wisdom in science education: what can belearned from Aristotelian ethics and a virtue-based theory of knowledge. Cult. Stud. Sci. Educ. 12, 355 (2017).  https://doi.org/10.1007/s11422-015-9710-8CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Department of Teacher Education, Turku School of EconomicsUniversity of TurkuTurkuFinland

Personalised recommendations