Hanna Posti-Ahokas
Biographic Data
| ID | 333141 |
|---|---|
| NAME | Hanna Posti-Ahokas |
| GIVEN NAMES | Hanna |
| FAMILY NAME | Posti-Ahokas |
| SIGNATURE | POSTI-AHOKAS H |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-6296-0619 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Differentiation‐related tensions in the thinking and instruction of Eritrean elementary and middle school mathematics teachers
Differentiated instruction is key to implementing inclusive education and addressing the individual needs of all students. This study explores the pedagogical tensions related to differentiation in Eritrean elementary and middle school mathematics teachers' thinking and instruction practices. The research data consist of 8 teacher interviews and video recordings of their teaching in 10 mathematics lessons. The findings from a thematic analysis re…
Developing a teaching-research nexus in teacher education
This study shares perspectives on how a teaching-research nexus could be developed in teacher education practices. The focus is on one teacher-educator’s experience of learning to communicate the mutuality of teaching and research initiatives with a group of learner-teachers and colleagues during a college-based teacher education course in Eritrea. A self-study that includes interactions with critical friends, interviewing, and researcher diaries…
Towards equity literacy
Equity-centred teacher education recognises the dual challenge of preparing teachers to support the learning of all students while encouraging future teachers to recognise and challenge societal systems reproducing inequity. The paper focuses on analysing Finnish student teachers’ perceptions of teachers’ skills related to diversity and equity. The data are drawn from written individual and group assignments completed during three master’s level …
Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective
Although the mother tongue policy in Eritrea aims to promote positive language learning trajectories for students, the transition to English as a medium of instruction from the start of junior education remains emotionally demanding for students until the end of tertiary education. Through in-depth qualitative interviews, this study investigates the emotional experiences of sophomore students in English language education (ELE) and seeks the sour…
The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms
This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the functions these strategies served in classroom interactions. The research data consisted of videotaped recordings (N = 11 videotaped lessons) of classroom interactions in eight mathematics and science classrooms, which were analy…
Collaborative professional practice for strengthening teacher educator identities in Eritrea
Strengthening the identities of teacher educators is critical to quality teacher education and implementing change in the education sector. This study examines the professional identities of Eritrean teacher educators and how these identities can be strengthened through collaborative professional practice in a challenging context currently under reform. The focus is on the professional capacity building activities at the College of Education in E…
Eritrean teachers' perceptions of learner-centred interactive pedagogy
Global connectedness in higher education
The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students’ reflections on their learning during an international seminar was used to identify students’ significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among s…
Enabling and constraining family
For an increasing number of African girls and women, upgrading the level of education has become a strategy for life improvement. This paper analyses the role that family plays in enabling women's education and contributes to understanding on the interconnectivity of education, work and family in women's lives in collective societies. The analysis focuses on how young Tanzanian women perceive the role of family and education in their ‘youth task’…
The significance of student voice
In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school…
Navigating transitions to adulthood through secondary education
A rapidly increasing proportion of youth in developing countries pursue their transition to adulthood through post-compulsory education. Studies on the role of formal education in youth transitions tend to focus on the structural constraints to successful transitions and less attention is given to the voices and reflections of young people, particularly in-school youth. Qualitative data gathered among 100 female students enrolled in the second ye…
Research to engage voices on the ground in educational development
Empathy-based stories capturing the voice of female secondary school students in Tanzania
Tanzania, like many other African countries, has experienced a rapid expansion of its secondary education sector. This has resulted in large numbers of secondary school graduates struggling to build a future through continuing education or finding employment. 1 Students are faced with the difficult task of assessing their opportunities in the face of various challenges and making plans to build a better life. The presented research uses empathy-b…
Empathy-based stories capturing the voice of female secondary school students in Tanzania
Tanzania, like many other African countries, has experienced a rapid expansion of its secondary education sector. This has resulted in large numbers of secondary school graduates struggling to build a future through continuing education or finding employment. 1 Students are faced with the difficult task of assessing their opportunities in the face of various challenges and making plans to build a better life. The presented research uses empathy-b…
Research to engage voices on the ground in educational development
Global connectedness in higher education
The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students’ reflections on their learning during an international seminar was used to identify students’ significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among s…
The significance of student voice
In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school…
Navigating transitions to adulthood through secondary education
A rapidly increasing proportion of youth in developing countries pursue their transition to adulthood through post-compulsory education. Studies on the role of formal education in youth transitions tend to focus on the structural constraints to successful transitions and less attention is given to the voices and reflections of young people, particularly in-school youth. Qualitative data gathered among 100 female students enrolled in the second ye…
Empathy-based stories capturing the voice of female secondary school students in Tanzania
Tanzania, like many other African countries, has experienced a rapid expansion of its secondary education sector. This has resulted in large numbers of secondary school graduates struggling to build a future through continuing education or finding employment. 1 Students are faced with the difficult task of assessing their opportunities in the face of various challenges and making plans to build a better life. The presented research uses empathy-b…
Navigating transitions to adulthood through secondary education
A rapidly increasing proportion of youth in developing countries pursue their transition to adulthood through post-compulsory education. Studies on the role of formal education in youth transitions tend to focus on the structural constraints to successful transitions and less attention is given to the voices and reflections of young people, particularly in-school youth. Qualitative data gathered among 100 female students enrolled in the second ye…
Research to engage voices on the ground in educational development
The significance of student voice
In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school…
Enabling and constraining family
For an increasing number of African girls and women, upgrading the level of education has become a strategy for life improvement. This paper analyses the role that family plays in enabling women's education and contributes to understanding on the interconnectivity of education, work and family in women's lives in collective societies. The analysis focuses on how young Tanzanian women perceive the role of family and education in their ‘youth task’…
Global connectedness in higher education
The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students’ reflections on their learning during an international seminar was used to identify students’ significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among s…
Eritrean teachers' perceptions of learner-centred interactive pedagogy
Collaborative professional practice for strengthening teacher educator identities in Eritrea
Strengthening the identities of teacher educators is critical to quality teacher education and implementing change in the education sector. This study examines the professional identities of Eritrean teacher educators and how these identities can be strengthened through collaborative professional practice in a challenging context currently under reform. The focus is on the professional capacity building activities at the College of Education in E…
Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective
Although the mother tongue policy in Eritrea aims to promote positive language learning trajectories for students, the transition to English as a medium of instruction from the start of junior education remains emotionally demanding for students until the end of tertiary education. Through in-depth qualitative interviews, this study investigates the emotional experiences of sophomore students in English language education (ELE) and seeks the sour…
The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms
This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the functions these strategies served in classroom interactions. The research data consisted of videotaped recordings (N = 11 videotaped lessons) of classroom interactions in eight mathematics and science classrooms, which were analy…
Towards equity literacy
Equity-centred teacher education recognises the dual challenge of preparing teachers to support the learning of all students while encouraging future teachers to recognise and challenge societal systems reproducing inequity. The paper focuses on analysing Finnish student teachers’ perceptions of teachers’ skills related to diversity and equity. The data are drawn from written individual and group assignments completed during three master’s level …
Developing a teaching-research nexus in teacher education
This study shares perspectives on how a teaching-research nexus could be developed in teacher education practices. The focus is on one teacher-educator’s experience of learning to communicate the mutuality of teaching and research initiatives with a group of learner-teachers and colleagues during a college-based teacher education course in Eritrea. A self-study that includes interactions with critical friends, interviewing, and researcher diaries…
Differentiation‐related tensions in the thinking and instruction of Eritrean elementary and middle school mathematics teachers
Differentiated instruction is key to implementing inclusive education and addressing the individual needs of all students. This study explores the pedagogical tensions related to differentiation in Eritrean elementary and middle school mathematics teachers' thinking and instruction practices. The research data consist of 8 teacher interviews and video recordings of their teaching in 10 mathematics lessons. The findings from a thematic analysis re…
Pedagogy (11 works) · Psychology (11 works) · Sociology (11 works) · Political science (7 works) · Mathematics education (6 works) · Qualitative research (6 works) · Social science (6 works) · Teacher Education and Leadership Studies (5 works) · Global Education and Multiculturalism (4 works) · Poverty, Education, and Child Welfare (4 works)