Search results for " teacher."

Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers’ learning strategies and study success

2022

This study aimed to explore the admitted students of Finnish primary teacher education programmes from the viewpoint of learning strategies, and academic success. An overall view was derived from national register data, which were supplemented with questionnaire data gathered from three teacher education units (N = 216). Primary teacher programmes currently seem to attract and select mediocre secondary school graduates from academic perspective, contrary to previous studies. Furthermore, women enter the programmes with higher exam scores than men and have more success in their studies. Based on their learning strategies, students were divided into subgroups of deep and independent learners,…

Hyvä opettaja : luokanopettajaopiskelijat liikuntakokemustensa ja opettajuutensa tulkitsijoina

2016

Higher education teachers’ descriptions of their own learning: a quantitative perspective

2017

In this large-scale study, higher education teachers’ (n = 1028) descriptions of their own learning are examined with quantitative analyses. The study follows up an earlier qualitative study that, using a phenomenographic approach, identified four different ways in which teachers at Finnish universities of applied sciences described their own learning. The purpose of the present study was to find out how teachers’ descriptions were divided into the categories formed in the previous study and to examine whether teachers’ descriptions of their learning differ according to their position, gender and age. The results show that most teachers described their learning as an individual activity. Di…

Insights into Finnish first-year pre-service teachers’ twenty-first century skills

2016

This study focuses on Finnish pre-service teachers’ perceptions of their twenty-first century skills, especially their learning strategies, collaboration and teamwork, as well as knowledge and attitudes related to ICT in education. The target group consist of 263 first-year pre-service teachers from three universities. The results outline how pre-service teachers perceive their twenty-first century skills, the relationships between different areas of these skills, and the differences among pre-service teachers in terms of perceived skills. The results indicate that the pre-service teachers perceive themselves as skilled learners in terms of learning strategies used as well as collaboration …

Principal self-efficacy and school climate as antecedents of collective teacher efficacy

2023

The importance of collective teacher efficacy (CTE) has been increasingly emphasised, but few studies have focused on how it can be enhanced. Since CTE is assumed to be related to factors that differ between schools, the belief-shaping sources of CTE could be related to principals’ beliefs of their efficacy. Moreover, a school climate that centralises teachers’ attempts to improve student learning could enhance CTE. This paper examines a proposed analytical model that links principal self-efficacy (PSE) to CTE, as mediated by the school climate. The model is tested via a multilevel analysis with data from 70 Finnish schools and 767 educators. The analysis revealed that PSE is partially and …

Finding Learning in Teaching : Eritrean primary teacher educators' perspectives on implementing learner-centered and interactive pedagogies

2018

Eritrea has given an increasing policy emphasis on implementing learner-centered interactive pedagogies (LCIP) at all levels of the education system. However, both teachers and teacher educators struggle with implementation of matching school practices. This study attempts to identify some of the gaps between the objectives set in the National Education Policy of the State of Eritrea and the everyday practices observable at the educational institutions. The focus of the analysis is on examining data from teacher educators at the Asmara Community College of Education. The international exposure and collaboration with Finnish education experts has been appreciated by the teacher educators as …

Pre-service subject teachers’ personal teacher characterisations after the pedagogical studies

2020

This study explored how five pre-service subject teachers characterised themselves as teachers after completing their year-long pedagogical studies in a Finnish university. Our narrative analysis of the interview data showed that the students shared a social representation of a past teacher characterised by wide power and emotional distance between pupils and the teacher. The students differentiated themselves from this kind of teacher character, and rather positioned themselves as interactive and caring educators identifying with their own ideal teachers as well as meaningful learning experiences in the pedagogical studies. Consequently, the study showed that engaging pre-service subject t…

Utvecklingen av vårdlärarnas kulturkompetens : en kvalitativ studie som fokuserar på lärarna i mångkulturella lärandemiljöer i Finland

2011

Teacher beliefs about student agency in whole-class playing

2022

This study explores music teachers’ beliefs of student agency in whole-class playing and investigates what characterises student agency through teachers’ values, actions and observations within this unique multimodal and -dimensional learning environment. Our abductive analysis of 11 interviews reveals that the role of teacher support is significant in enacting students’ agency. This study provides insights into student agency through the eyes and actions of teachers within the context of whole-class playing and suggests that the enactment of different aspects of student agency is an essential feature necessary for whole-class playing to succeed. peerReviewed

Intra‐individual dynamics of lesson‐specific engagement: Lagged and cross‐lagged effects from one lesson to the next

2020

Background Student engagement denotes active participation in academic work through commitment and involvement in learning tasks (Appleton et al., 2006, Journal of School Psychology, 44, 427). This study looks at questions such as whether engagement experiences in one lesson have an effect on the next lesson. In the present study, process‐oriented analyses were conducted to examine lower secondary school students’ engagement experiences and the stability of those experiences from one lesson to the next. Aims (1) To what extent are students’ engagement experiences, in terms of behavioural and cognitive engagement, emotional engagement, and disaffection, stable from one lesson to the next (au…