Search results for: Pietarinen Janne
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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.
Updated: Sep. 05, 2017
The study aims to gain a better understanding of the interrelation between teachers’ proactive strategies (self- and co-regulation) and perceived teacher-working environment fit that would be mediated by a socio-contextual burnout experience. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Furthermore, teacher’s co-regulation and ability to seek and receive social support from colleagues correlated positively with experienced teacher-working environment fit. Finally, the interrelation between teachers’ proactive strategies, both self- and co-regulation, and perceived teacher-working environment fit, is mediated by the socio-contextual burnout experience.
Updated: Sep. 06, 2015
The goal of this study was to explore the kinds of episodes that challenge comprehensive school teachers’ occupational well-being and cause burnout. The study also examined how teachers perceive the relationship between themselves and their working environment in these episodes. A selected group of 68 primary and secondary school teachers were interviewed. The results suggested that teachers’ working environment provides multiple contexts for burnout.
Updated: Jul. 30, 2012
The current paper focuses on exploring teachers' experienced pedagogical well-being. The authors examine the kinds of situations that teachers themselves find either empowering and engaging or burdening and stressful in their work. The study included data collected from the teachers of nine case-schools around Finland. he results suggested that interaction with pupils in socially and pedagogically challenging situations constitutes the core of teachers' pedagogical well-being.
Updated: Jun. 26, 2011