Use Pippi Longstocking experientially in pre-service teacher education to practice educational philosophies.¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that instead of studying educational philosophies as abstract concepts, teacher educators use Pippi Longstocking as a case for experiential practice. It states that "pre-service teachers can analyze, role play, counteract, create new characters, or cha nge scenarios in Pippi Longstocking to practice educational philosophies." Such activities let pre-service teachers observe characters' thinking and reasoning, examine how educational philosophies operate through concrete episodes, and, the author argues, "such experiential experiences may help enrich their professional identities".

Design Implications¶

Context¶

Requirements¶

• Course objectives should guide which activities (analyze, role play, counteract, create characters, change scenarios) are used

Constraints¶

• The recommendation is argued from a single interpretative analysis, not tested with pre-service teachers

Target Learners¶

• pre-service teachers

Target Learning Goals¶

• practicing educational philosophies experientially
• developing professional identity

Related Strategies¶

• Include courses on critical thinking and philosophy of education in teacher training programs

Examples¶

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Key Sources¶

• Ozturk, N. (2023). Clash of Traditional and Contemporary Educational Philosophies in Pippi Longstocking. EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings, Ani Publishing, pp. 366–382. https://eric.ed.gov/?id=ED638455