Abstract

The purpose of this educational development study was to use qualitative methods to model the principles of guidance for the design of a Phenomenon-Based Learning (PhenoBL) entity and to produce a model for teacher education that guides the design of the PhenoBL entity. The theoretical approach to research is hermeneutic-pragmatic and encapsulates an experience-based learning perception. In this study, learning was understood as a communal process of active study of the real phenomena of everyday life and the experiences formed through them. The research assignments were 1. What kind of teaching PhenoBL entities do students produce using this guiding model? 2. What elements prove to be characteristic in the design of a PhenoBL entity? 3. How do the design of the PhenoBL entity and the principles of the design model guiding the teaching practice appear in the light of this study? In accordance with the design research method, the research context was built on the teaching practice internships of an adult education for classroom teachers over three years. The research material consisted of a planning form guiding the advanced practice, the internship syntheses of the students, and plans for the PhenoBL entity produced by small groups. Data analysis was carried out between interventions using content analysis and finally using narrative plot analysis. The analysis proceeded on the basis of the researcher’s interpretation of weaving individual experiences into a great narrative conveying a shared experience. As an empirical result of this study, a model of a PhenoBL entity (ILO) design process based on Dewey's pragmatic theory, the Finnish development of school pedagogy, authentic learning and the definition of PhenoBL origin has been constructed. Research has also assembled a theoretical model for Phenomenon-Based learning. This doctoral dissertation provides research-based information on the principles and theoretical foundations of designing learning-related entities that are characterised as phenomenon-driven, highlighting the coeducational aspect. Based on the findings, the ILO-design process and its theoretical justification are presented as a suitable design tool for teacher training and teacher continuing education.