Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2017 (2017), Article ID 1614262, 13 pages
https://doi.org/10.1155/2017/1614262
Research Article

Teacher Learning within a Multinational Project in an Upper Secondary School

1Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
2Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
3Faculty of Education, University of Oulu, Oulu, Finland

Correspondence should be addressed to Liisa Ilomäki

Received 10 March 2017; Revised 14 May 2017; Accepted 11 June 2017; Published 18 July 2017

Academic Editor: Eduardo Montero

Copyright © 2017 Liisa Ilomäki et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

In this case study, we investigated teachers’ professional learning within a multinational project in an upper secondary school. The aim of the study was to investigate how the participating teachers adopted and applied the trialogical approach (TLA) in their pedagogical practices and their challenges in doing that. The mixed method approach was used for data collection and analysis. About one-fourth of the teachers participated in the activities, ten females and three males. Three groups were identified, based on their activity in the project: pilot teachers, active adopters, and adopters. Altogether 79 students (38 males and 41 females) answered a questionnaire concerning the pedagogical practices. The pedagogical revisions were well in line with TLA; the revised courses as well as new iterations and new ideas were indicators of the teachers’ creative implementation processes. However, some of the TLA ideas were more difficult to apply in an upper secondary school context; for example, the implementation of ideas involving cross-fertilization with other organizations and cultures was rare. In order to learn new pedagogical practices, teachers need organized time for collaborative planning, for reflecting, and for sharing.