International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Toom Auli
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5 items
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This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base.
Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure.
Deductive qualitative content analysis was performed on meaningful events and student teacher reflections.
Pearson’s chi-square test was used to compare the differences in types of practical knowledge that student teachers communicated when reflecting on meaningful events.
Results indicate that video recordings facilitated the selection of meaningful events related to various aspects of teaching.
Moreover, reflecting on empowering events advanced theoretical reasoning, while reflecting on challenging events advanced artefacts: i.e. knowledge that could guide student teacher actions in various teaching situations.
Therefore, this study offers valuable insight into the kinds of knowledge student teachers construct in their teaching practice.
Published: 2020
Updated: Oct. 23, 2020
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This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two.
The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning.
Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections.
The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK.
The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications.
The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning.
Published: 2019
Updated: Aug. 19, 2020
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The current study examines how the perceived learning environment in teacher education contributes to the sense of professional agency in the classroom among first-year student teachers. The results revealed that the sense of professional agency in the classroom requires motivation to learn about teaching, efficacy beliefs about learning, and activities for facilitating and managing learning in the classroom. The results also demonstrate that these basic elements of professional agency were embedded in the contextualised components of student teachers’ sense of professional agency in the classroom. This study showed that the quality of peer relations is a key regulator for student teachers’ sense of professional agency from the very beginning of teacher studies. Peers are also shown to play a central role when facing challenges.
Published: 2015
Updated: Sep. 05, 2017
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In this article, the authors examine Finnish teacher educators’ views on research‐based teacher education. The results showed that teacher educators appreciate the research‐based approach to which the university is committed, although they were skeptical about how well this vision transfers to the students.
Published: 2011
Updated: Feb. 14, 2012
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The subjects of the Finnish research project that sought to describe student teacher's perspectives on research-based approach were part of a special group of students, worked as teachers without being officially qualified to do so before they entered teacher education. The research was carried out as a web-based survey (n = 113). The questionnaire was based on the structure of the curriculum of the teacher education programme, including items from each part of the curriculum. The subjects were asked about both attitudes and experiences. the students appreciate the research-based approach as the main organising theme of teacher education.
Published: 2008
Updated: Sep. 11, 2008