Everyday multidisciplinarity : Confessions of a mother tongue teacher educator

Eero Ropo & Riitta Jaatinen (eds), Subject Teacher Education in Transition: Educating Teachers for the Future Tampere: Tampere University Press, 85–110. http://urn.fi/URN:ISBN:978-952-359-016-8 Everyday multidisciplinarity Confessions of a mother tongue teacher educator Pirjo Vaittinen Prologue It is summer 2003. I am attending a conference organised by the International Association for the Improvement of Mother Tongue Education1 in Lisbon, Portugal. The theme of the conference is The Role of Literature in the Mother Tongue Curriculum, the sessions and presentations, however, cover all types of topics. The curriculum is discussed in relation to education policy and globalisation; teacher identity and teacher education are discussed. (Kaartinen et al. 2003, 53–54.) In the first workshop, the speaker reveals to us that she had immediately felt at home in Lisbon after having seen the Star of David, the cross and the crescent side by side at an underground 1 Since 2014 International Association for Research in L1 Education (ARLE). 86 Pirjo Vaittinen eero ropo & riitta jaatinen (Eds) station. Reading a text is exemplified by the Jewish Talmud, a book that contains texts written at different times. Reading is not linear, the reader may move from one text to later commentary on it, and the reader is always responsible for the interpretation. The speaker is Professor Ilana Elkad-Lehman from the College of Teacher Education in Israel. The aim of the session is teaching literature via intertextuality, based on Julia Kristeva’s theory. The term intertextuality is used to synthesize Saussure’s linguist semiotics with Bakhtin’s dialogism (Kristeva 1980, orig. 1969). Intertextuality is later seen as a universal phenomenon that elucidates communicative interconnections between one text and another text, a text and context, and different genres or modes. Intertextuality in a broader sense is used in film, theatre and media studies. I am familiar with Kristeva’s writings in structuralist linguistics, psychoanalysis, semiotics, and philosophical feminism. The central focus of the workshop is on understanding the activity and framing of reading as it relates to the Reader Response Theory. The paradigm shift in academic literature studies from a text-centred to reader-centred approach was the basis of my doctoral dissertation (Vaittinen 1988; see also Vaittinen 2011). Constructivism as a paradigm for teaching and learning, which places the learner in the spotlight, is often mentioned in Ilana Elkad-Lehman’s introduction. She wishes, however, to legitimise associative reading, the fostering of thinking and metacognition as proposed by Vygotsky. Vygotsky is well known in all educational studies in Finland: a psychologist who developed interactive learning and instruction. I have also become familiar with Vygotsky’s early work on the origin and psychology of art, as well as his theories of culture and narration in my academic studies in literature. (Vygotsky 1978; 1962.) I share Ilana ElkadLehman’s emphasis on developing thinking and metalanguage in teaching and learning. The reading material in the workshop comprises a storybook, a book to be read starting from the back cover and the text to be read from right to left, a book in Hebrew. The pictures and the layout of the book introduce a fairy tale or a strongly stylized Everyday multidisciplinarity 87Subject teacher education in transition story. There is a princess on the cover and, at the end, a spider and a web look like somewhat familiar ingredients. Another story seems to be told in cartoons with speech bubbles. The book is circulated among the workshop participants. We are asked to discuss with the person(s) next to us what familiar elements there are, what other stories this book reminds us of. In the conversation, European fairy tales by the Brothers Grimm are brought up; princesses are named, e.g. Sleeping Beauty, Snow White, Rapunzel; the animal helping a girl to get a ball dress is familiar from Cinderella, the glowing garment in the end is said to bring happiness. The work of the spider signals an artist and art. There appear unexpected elements such as the princess’s determination and the spider, Sigi’s, boutique! Intertextual reading can be initiated in many ways: reading a fairy tale, reading as a feminist, reading a myth, reading a story of art and an artist, or as part of more extensive cultural reading. We can see parts of the dialogue in English also, but the book is easy to read without that. Working with language, dialogue and ethics is brought up by a Chinese participant from Hong Kong, and the normative nature of language is mentioned. A Canadian participant reminds us of imagination: through literature, you can enter a world you cannot step into otherwise. Reading literature has many roles or functions, and literature is characterized by ambiguity. 2 I felt at home at that international conference because the teacher educator colleague who led the workshop introduced approaches to teaching literature, and more extensively, to teaching of mother tongue with which I was already familiar. She also “walked the way she talked”, i.e. acted according to her own doctrine. There where authentic questions, dialogue and interaction among the workshop participants. (See Elkad-Lehman 2005.) 2 The book is “Sigi and the Thread Shop” (in Hebrew) by Nurith Zarchi, illustrated by Hildi Havkin (1995). 88 Pirjo Vaittinen eero ropo & riitta jaatinen (Eds) Introduction The story above describes my vision of mother tongue didactics and subject-specific didactics. In this chapter, my views will be presented through a narrative of a teacher educator’s professional identity, which, according to Ropo (2019), is personal, social and cultural. My purpose is to explore my teaching and activities in subject teacher education at the University of Tampere with focus on the significance of reflection and research in developing autonomous teachers. (Jaatinen 2015.) The cultural context in the chapter includes the history and tradition of mother tongue teaching to which my choices and reasoning are related. I regard subject didactics as a perspective of teachership, of being a teacher. Subject didactics comprises the knowledge and theories of the disciplines that are the basis for the subject to be taught, theories and models of education and philosophy, as well as critically evaluated historical knowledge of the traditions of the subject concerned. Subject didactics at the university is also the knowledge domain which contains developing skills. While participating in mother tongue subject didactic studies, for example, students practice skills which enable them to take part in professional or other encounters that require expertise in mother tongue and literature teaching. The aim is to practice the skills for themselves, not merely as a tool for external goals. The goal of education is then included in the practice, and it does not come from the outside. (Tomperi 2017.) Studying the pedagogical practices of mother tongue and literature in teacher education also promotes living in the situation at hand, not merely preparing for the future. The goal of subject didactics is always emancipatory, because its ethical aim is to strive for the good of both the learner and the community (Grünthal 2007). Subject didactic studies also comprise explaining and exploring meanings and application of the subject in society (Rättyä et al. 2018; originally Ongstad 2006; see also Krogh et al. 2016). Everyday multidisciplinarity 89Subject teacher education in transition History of mother tongue didactics in Finland The history of mother tongue teaching in Finland can be traced back to the early use of the Finnish language from the 16th century when Finland was under the Swedish rule, or to the 19th century when Finnish became a school subject in 1843 and the language of instruction in 1856 in the Grand Duchy of Finland (Karasma 2014). The history of school curricula from the 19th century to the 1950s was written later (Kauppinen 1982). The Mother Tongue Teachers’ Union was founded in Finland in 1948; it has published an article and a book on its history (see Mäenpää 1974; Kaipainen et al. 1998). The history of Finnish mother tongue didactics, however, dates back to the 1970s. It was the period of a significant school and teacher education reform in Finland: the school system was transformed in to one common basic education system, and the subject teacher education in the teacher training schools was incorporated in the universities’ faculties of education. The first academic textbook in mother tongue didactics dates back to 1986. It contains a brief history and a disposition following the traditional sections of teaching. (Kauppinen 1986.) An academic textbook on mother tongue didactics in Swedish in Finland, i.e. Svenska med sting! Didaktisk handledning med tyngdpunkt på modersmål, litteratur och drama (Østern 2001) also exists. It is based on modern conceptions and theories, such as the ‘holistic individual’, ‘body, thought and emotions together’, ‘learning in the cultural context’, ‘learning as an active process’, and ‘dialogue in the expanded didactic space’. Anna-Lena Østern’s expertise is teaching arts, about arts, through arts, in the process of arts, using drama especially (Østern 2001). Her book also serves my interest in theatre and drama education. Heilä-Ylikallio and Østern’s article on the history of mother tongue didactics (Finnish and Swedish) was published in 2012. It presents an overview of academic research in mother tongue didactics 90 Pirjo Vaittinen eero ropo & riitta jaatinen (Eds) and introduces mother tongue professionals at the university level. In the development of teaching subject didactics, several changes can be recognised: shifting from canonical thinking to the mother tongue as a cultural subject, from formalism to functionalism, from cognitive to sociocultural, from a monocultural to a multicultural perspective, and from the text reader orientation to a multimodal orientation in literary teaching. (Heilä-Ylikallio & Østern 2012.) In another article by Rättyä et al. (2017), Finnish research in mother tongue and literature in the 21st century is thoroughly surveyed. In addition, various aspects of the history of mother tongue as a school subject and some other themes have been dealt with in several articles and academic dissertations. Contributions of the University of Tampere The first lecturer in mother tongue didactics in the Department of Teacher Education at the University of Tampere was appointed in 1974. Anna-Liisa Mäenpää had been a lecturer at the teacher training school in Tampere since its establishment in 1962, i.e. during the period of pioneering when novel ideas were developed for the curriculum of the new comprehensive school. She was active in the Mother Tongue Teachers’ Union and one of the authors of the book Kirjallisuuskritiikki ja opetus (Literary criticism and teaching), a sign of striving for scientification of the mother tongue didactics (Rainio 1971; Vaittinen 2011). The same trend is continued with Tutkimus ja opetus: strukturalismia (Research and teaching: Structuralism) which suggests common starting points to the disciplines associated with the mother tongue teacher studies at universities (Mäenpää et al. 1976; Vaittinen 2011). Starting a new academic branch of knowledge also needs history. Anna-Liisa Mäenpää wrote an article on contemporary changes in the field and a comparison of mother tongue teaching in different Everyday multidisciplinarity 91Subject teacher education in transition countries (Mäenpää 1974). Later, she completed a survey on the studies in the universities in Finland where she pointed out that the structure of mother tongue teacher education was fragmented. Her stand was that it should be possible to base teacher education on the national school curriculum in the faculties of humanities at universities. In the theory of mother tongue subject didactics, linguistic, pedagogical, psychological and sociological views should be combined with the general philosophy of education and the advanced studies should provide space for an interdisciplinary project to find research themes for subject didactics. (Mäenpää 1978.) She refers to Jerome Bruner who, in his early theories, emphasised that children learn language in order to communicate; meaningful language is acquired in the context of meaningful parent-infant interaction; learning scaffolded or supported by a child’s language acquisition support system – following Vygotsky’s socio-cultural development theory (Smith 2002). Kyllikki Keravuori was appointed the lecturer in mother tongue didactics at the University of Tampere in 1989. She introduced the Language through Curriculum concept, classroom dialogue in teaching and using small groups in learning. The approach and conceptions were based on English research and development material. (Keravuori 1977; 1978.) Keravuori’s doctoral dissertation Ymmärränkö tarkoitukses: tutkimus diskurssirooleista ja funktioista (Do I get your point: a study of discourse roles and functions) was published in 1988. Keravuori began to apply the theory and research method of discourse analysis. In her study, she investigated roles in classroom discourse; the initiator was the teacher, while the pupil remained in the respondent’s role. She explored classroom discourse functions, i.e. elicitation, directive and informative functions and the structures of questioning, checking and inquiring. While working in small groups, the roles were different. (Keravuori 1988.) My predecessors, the first two university lecturers in mother tongue didactics at the University of Tampere, were active mother 92 Pirjo Vaittinen eero ropo & riitta jaatinen (Eds) tongue teachers and mother tongue teacher educators from the university teacher training school. They carried with them a great deal of silent knowledge of the school and of their profession. They were among the pioneers in the school reform (Keravuori 2004). And they actively participated in developing the curriculum through their union. They seemed to think that by being normative and mirroring the values and ideologies of society, the national curriculum will render precious pedagogical tools to teachers. Their expertise covered academic disciplines, literature, linguistics and speech communication, and they also had theoretical and methodological interests and activities that guided them when they were creating the basis for the new branch of knowledge, i.e. mother tongue didactics. Anna-Liisa Mäenpää conveyed new approaches in the humanities to teachers and teacher education. Kyllikki Keravuori was a pioneer in the field of classroom discussion research, which has become more and more prevalent in many Finnish universities, both in linguistics and in education. I did it my way In my story, I can now see the significant power of Little Red Riding Hood, school plays with my sister and my neighbour’s children, the city library where my mother took me and the poetry analysis that was taught at school. My family were evacuees from Karelia after the wars. Therefore, I had two languages and cultures. I went to elementary school in the parallel school system and then grammar school. The local upper secondary school was a private school. Being in doubt what to do, my father ended up educating his daughter there. The Finnish language teacher lent me Pablo Neruda’s poetry as a topic for composing an essay. I began my university studies in Finnish and Finno-Ugric languages, but progressed quicker in comparative literature. I completed my advanced studies in both. During summer, I studied education, psychology and journalism. Everyday multidisciplinarity 93Subject teacher education in transition I learned the basics in educational sciences from Professor Erkki Lahdes. His mastery learning offered a meaningful method. The 1970s was time for completing the basic education reform in Finland; one of the textbooks was the Comprehensive School Committee’s report from the year 1970. After my MA degree, I worked in 1974−1979 as a researcher and planner of the university education reform. The employer was the Ministry of Education. While working with the best experts in the field, I continued my studies in education and learnt many theories and practices, especially in university pedagogy. Later in the 1980s, I participated in a university teachers’ qualification course. The theory offered was Yrjö Engeström’s theory of action and developmental work research (Engeström 1987). I thought that the idea of the theory was also applicable to academic basic courses in literature. Later, I recognised the complete learning cycle in the guide book of the university teacher training school. Another impressive theory in university pedagogy was cognitive psychology as a theory of learning. In 1980, I began the subject teacher’s pedagogical studies. I could only study in the autumn term, because I was offered an opportunity to apply in practice what I had learnt, i.e. project work in the Cultural Activity course. Then I received a scholarship for doctoral studies in the University of Uppsala. I was also a member in an early doctoral school in theatre and film research, funded by the Academy of Finland. I completed my doctoral dissertation in literature while working as an associate professor of literature at the University of Oulu. The theoretical framework of my research was based on German reception aesthetics, phenomenological and hermeneutical philosophy. I also studied American Reader-Response research and empirical reading research in sociology and pedagogy. My doctoral thesis on comparative literature was accepted in 1988 at the University of Turku. (Vaittinen 1988; see also Vaittinen 2011). Later, I also applied the same theoretical framework to theatre research – and later to educational research. At the University of Turku, as an academic 100 Pirjo Vaittinen eero ropo & riitta jaatinen (Eds) Later, the student teachers formulated a series of research themes for their short research essays. They used the data gathered together and worked in pairs or in groups of three. They were mainly interested in small group communication, and I introduced them to a Canadian-French researcher’s study on various turns of speech in literature discussions. (Hébert 2008; 2003; Vaittinen 2011.) It was used for the analysis of both the oral discussions and the discussions held by means of technology. Students in one group used a conversation analysis known to them from their academic studies of the Finnish language. The results indicated that working within a theme and project provides the pupils with opportunities to use their existing skills and work in small group interaction which is motivating. When pupils choose a suitable level for their tasks, they share responsibilities with each other and with the teacher(s). Project work builds bridges reaching out from school to society. In our developmental teaching project, the teacher(s) noticed that topics relating to the young pupils’ lives and their authentic questions served the assignments well. There were several branches in the oral discussions and the participants using the computers were very attentive and thoughtful. The best parts of the discussions, the topic of ‘a good life’, for example, were deep and philosophical. (Ahonen & Vaittinen 2011; 2012a, b; Vaittinen 2012.) Arts education in a broader frame In arts education, it is essential to share experiences of art in language, either as a verbal expression, narrative, conversation, or by writing a comment. During the academic year of 2009–2010, the Sara Hildén Academy4 in Tampere exhibited and worked on visual art related to 4 ‘Basic education in the arts’ is art education provided by the Sara Hildén Academy primarily for children and young people on an extracurricular basis, as out-of-school activities. Everyday multidisciplinarity 101Subject teacher education in transition the Finnish national epic, Kalevala. In the autumn of 2010, a group of 15-year-old ninth-grade pupils went to see a selection of imaginary characters in Kalevala, all of which were made by artists more or less their own age. The imaginary characters were studied in detail, and the pupils made preparations to write stories about them. The stories were read aloud in a meeting with the young artists who, in turn, had the opportunity to explain how they had worked based on their interpretations of the Kalevala stories and portrayed mythical figures. The pupils also later wrote analyses on the works of art. According to the Finnish national curriculum, ninth-grade pupils must read the poetry of Kalevala. In our class, each pupil read a series of poems about the person or events he or she had been acquainted with via the new artistic interpretations of the young artists. The pupils also learned about other modern interpretations: the performances of Fire Theater Flamma, the comics of Kristian Huitula and Gene Kurkijärvi, and Johanna Sinisalo’s novel Sankarit (Heroes). The last phase consisted of small group meetings of the young artists from the Sara Hildén Academy and the pupils from the teacher training school. The topic for discussion was ‘Kalevala Imagery: before and now’. The material consisted of the classics and the new interpretations of the young artists, both known by everyone. The project showed that today’s young people are skilled at working multimodally and handling texts and images in interaction with each other. School is a place where it is also possible to hold a mirror composed in art in front of young people, who are struggling with their identity issues, and give them an opportunity to find out ‘alternative perspectives’ and ‘other worlds’ – as well as to perpetuate cultural heritage. The school creates a multi-voiced and shared learning culture in which ideas and knowledge are shared with others, division of labour is negotiated, roles are changeable and opportunities are given to observe and reflect on group activities. The school is a meeting place where constructing meanings in collaboration is possible. Art is 102 Pirjo Vaittinen eero ropo & riitta jaatinen (Eds) another mode of knowledge; through art and artistic activity various relationships are created between human beings as well as between human beings and the world. (Bruner 1986.) Epilogue Research-based teacher education has existed in Finland for 40 years. In subject teacher education at the University of Tampere, the development of teachers as researchers has been adopted into the curriculum to guide student teachers to become reflective, dialogic and autonomous professionals. During the twenty years of my career as a teacher educator, I have expanded the basis of subject teacher education from reflection to research. Research orientation is a process integrated into the basic courses of the studies in education, and the research or method-oriented courses of the disciplines are studied to gain competence in teaching subject(s). The subject didactic studies and the teacher-as-a-researcher orientation are designed on the same foundation. The knowledge and methodological skills of the students provide valuable material for subject didactic research. In subject didactic research studies, the research orientation typical of the educational sciences can be extended, for example, to school ethnography and action research and especially to design-based research. As multidisciplinary fields of knowledge, teaching and learning will only develop if the research favours mutually competing research premises and methods that challenge our dominant thought patterns but remain justifiable. Emphasising the significance of continuous reconstruction and testing of theories is important, as vital and current information is the key criterion. Supporting teacher communities to introduce new knowledge and work as learning communities is also important. Teachers need an investigative attitude towards their work; they need to study their own teaching, Everyday multidisciplinarity 103Subject teacher education in transition utilise active pedagogical research in their work and develop their pedagogical thinking. Teachers’ independent thought is liberating; one does not have to go along with trends and ‘isms’. Becoming a teacher is a complex process and teaching is a complex phenomenon – to me and to everyone! My educational and professional position is the result of my subject-specific academic expertise. The teacher as a researcher, i.e. the research orientation of subject teacher education, is a tool for me as a teacher educator, and it is part of my professional identity. I see and interpret the world through the lenses of my own subject-specific experience5. The mother tongue and literature teacher identity is living in autonomous, creative and critical future teachers. 5 Thank you, Eero Ropo, for the metaphor! 104 Pirjo Vaittinen eero ropo & riitta jaatinen (Eds) References Ahonen, K. & Vaittinen, P. 2011. Argumentation in online literature circles and in the classroom. In A. Godenir & M. Vanesse-Hannecourt (eds.) Actes/Proceedings. 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