Search results for: Finland
Page 6/8 80 items
This study explored how Finnish university-based subject teacher educators perceive their professional identity as a small group within a larger social context and with a mixed background. The results show that the identities of the subject teacher educators studied here are reconstructed over time, from a subject teacher identity to the identity of a subject teacher educator as an educationalist. However, the subject teacher educators were perceived as educationalists or subject representatives depending on the institutional context. Although the present results indicate that the Finnish subject teacher educators experienced teaching as a central part of their duties, they saw the benefit of engaging in research.
Updated: Nov. 12, 2014
This article describes a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discusses pedagogy of supervision from university supervisors’ perspectives. The purpose of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes.
Updated: Nov. 19, 2013
This article examines how teacher educators exercise professional agency in negotiating their teacher and researcher identities. This paper also examines how professional agency is manifested in their local work contexts at individual level, at work-community level and at organisational levels. The study is based on a sociocultural approach, and it seeks to conceptualise the interplay between individual actors and the social context. The main finding was that that teacher educators manifested a strong sense of agency when describing their work as teachers. However, the construction of their researcher identity was subjugated, complex and characterised by a lack of resources. The accounts reflected a lack of agency, with minor resources for identity construction or for working as a researcher.
Updated: Nov. 18, 2013
Facing the Changing Demands of Europe: Integrating Entrepreneurship Education in Finnish Teacher Training Curricula
The current paper describes the ways in which entrepreneurship education is included in the curricula of Finnish teacher training. The current unstable situation in the EU requires not only economic arrangements, but also new approaches in other areas, such as education and its reform. As an implication for practice, the authors propose there could be more support for curriculum design of higher education at both national and EU level.
Updated: Sep. 15, 2013
Enriching Action Research with the Narrative Approach and Activity Theory: Analyzing the Consequences of an Intervention in a Public Sector Hospital in Finland
The current study aims at contributing to the development of theory and methodology in the field of organizational intervention research. An empirical case is presented of a public-sector hospital unit that was in crisis and took part in an organizational change process based on action research. The long-term consequences of the project are traced and analyzed by conducting ethnographic field research, including narrative inquiry.
Updated: Apr. 28, 2013
The study focuses on pre-service teachers’ reflection processes in four different contexts during their subject teaching practicum: (1) reflections on lessons, (2) pupil observation, (3) research reading, and (4) autobiographical context. The data consist of 53 pre-service teachers’ mathematics portfolios, from which the authors purposively selected three for closer scrutiny. According to the results, the breadth and depth of the pre-service teachers’ reflection processes greatly varied. Furthermore, the mathematics autobiographies revealed how the students had constructed their mathematics pasts and what they had learnt from their earlier experiences of teaching mathematics.
Updated: Mar. 20, 2013
By using elements from cultural studies of cartography as well as sociology and the philosophy of science, this article claims that the analogy of cartography and evaluation can open novel vistas for contemplating the relationship between the world of education and its scientific representation. The analysis shows how evaluation as the mapping of the reality of education brings distant objects near, onto a homogeneous, stable plane.
Updated: Feb. 27, 2013
This article discusses how teachers conceptualize their pedagogical principles which they perceive to be personally important. 362 class teachers of the fourth grade and 1989 subject teachers of the seventh to ninth grade answered a a questionnaire. The results of this study reflected the change from transmission to transaction pedagogy and shows that they have learned their lesson in the sense that both pupil-centeredness and constructivist learning preference are present in their pedagogical thinking and also action.
Updated: Nov. 19, 2012
Supporting the Technology-Enhanced Collaborative Inquiry and Design Project: A Teacher’s Reflections on Practices
This study aims to analyze how an elementary school teacher supported the collaborative inquiry practices within her classroom. The Artifact Project was designed to support students’ developing an understanding of Finnish culture and the role and diversity of artifacts, and it was divided into three phases – ‘The Past, the Present, and the Future of Artifacts.’ The researchers and the teacher designed the overall frame of learning by setting up the basic infrastructure. However, the teacher was responsible for the implementation of the projects and its specific activities.
Updated: Oct. 22, 2012
Teachers’ Conceptions and their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments
This article describes a research which is the first phase of the design-based research (DBR) method. The goal of this study is to find out what kinds of pedagogical approaches and educational tools teachers have adopted when teaching their subject matter in Virtual Centre of Wellness Campus (ENVI) was set up at Rovaniemi University in Finland.
Updated: Oct. 21, 2012