Epilogue - reflections on cultural responsiveness

Lehtomäki, E., Janhonen-Abruquah, H. & Kahangwa, G. (Eds.) (2016). Culturally Responsive Education: studies in the Global South and North. Symposium books. In Press.Peer reviewe

Food, learning and children : crossing the boundaries between school and home

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Towards practical mastery of food-preparation skills and reflective learning

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Applying interthinking for learning 21st century skills in home economics education

In this paper, we seek to determine the relationship between home economics education and 21stcentury skills (critical thinking, creativity, communication and collaboration) in the context of social learning. We see potential in students' discussions while working together with different group members and practicing the essential skills necessary for coping in the contemporary world. Using a socio-cultural framework, we focused on students' talk and language use as a tool in an educational setting. In addition, interthinking was analysed to obtain an overview of language use for thinking together while solving learning assignments requiring thinking-in-action in the context of home economics lessons. The results demonstrate how interthinking emerges in students' group work discussions during gap-closing processes in various collaborative home economics tasks (n = 11). As a result, interthinking was determined to be as a good medium for the development of 21st-century skills in school lessons. Based on the empirical data, we argue that interthinking is well-suited to the aims and context of home economics education, as it enables the promotion of students' action competence so that the knowledge and skills learned in school can become a reality in students' lives.Peer reviewe

The Emerging Identities of Student Teachers in Handicraft and Home Economics in Estonia

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Navigating transitions to adulthood through secondary education: aspirations and the value of education for Tanzanian girls

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Entry characteristics, academic achievement and teaching practices : A comparative study of two categories of newly qualified teachers in basic schools in Ghana

Entry qualification, academic achievement, and teaching practices of newly qualified teachers (NQTs) qenrolled into the teacher education programme directly from senior high school (DfSHS) were compared with NQTs enrolled through the Untrained Teacher Diploma in Basic Education (UTDBE) programme. Survey data collected from 140 NQTs (84 DfSHS and 56 UTDBE) of 20 public schools in central Ghana and lesson observations showed that the two categories of Newly qualified teachers differed greatly in entry grades and academic achievements during training. Differences in teaching practices pertained to content knowledge, classroom interactions, and lesson closure. Implications for pre-service and in-service teaching training are discussed.Peer reviewe

Youth Centres as Foodscapes and Informal Learning Environments in Finland

Although not adequately studied in the research on youth work, food is and has been an integral element of youth centres. This article examines what characterizes youth centres as foodscapes and explores which aspects of youth centres support the food-related learning of young people. We merge the traditions of youth work research, food education and learning. The data of the study consist of two rounds of focus group interviews (N = 14) conducted with young people aged 13 to 17. The data are qualitatively analysed using the five aspects meal model, which was developed to analyse foodscapes. The results of this study suggest that when youth centres, as foodscapes, are based on the active participation of young people and offer them opportunities to have an influence on the activities and work with peers, it is easier for young people to be inspired and learn.Peer reviewe

Estonian student teachers’ experiences on professional development during teaching practice

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Teacher autonomy and collaboration as part of integrative teaching – Reflections on the curriculum approach in Finland

This study builds on previous work in curriculum studies by providing insight into manifestations of the interplay between curriculum traditions, that are interested in education on a global scale and emphasized in the newest curriculum reform in Finland. This reform proposes a shift towards a competency-based curriculum, emphasizes integrative teaching and obligates to multidisciplinary teaching. Here, the suggestions are analysed from teachers' perspectives. This data-based case study uses qualitative content analysis to examine interviews conducted with five teachers from three Finnish schools. The results reveal growing diversity as a result of multiple implementations of integrative teaching in Finland. Autonomy was maintained in teaching activity and provided possibilities for professional development. That being said, some limitations and challenges for integrative teaching were identified. This study argues that the ongoing curriculum reform process, which emphasizes integrative teaching, is a fruitful starting point for expanding teacher autonomy and collaboration. Further study is needed to follow the teachers' changing perceptions of teacher autonomy.Peer reviewe