Katja Vähäsantanen
Datos Biográficos
| ID | 4250021 |
|---|---|
| NOMBRE | Katja Vähäsantanen |
| NOMBRES | Katja |
| APELLIDO | Vähäsantanen |
| FIRMA | VÄHÄSANTANEN K |
| AFILIACIONES | University of Jyväskylä |
| ORCID | 0000-0003-3521-4802 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 116 |
| OBRAS COMO AUTOR | 17 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Police Students’ Stories of Intercultural Competence in Police Work
Professional competences have been widely studied in workplace and professional learning. However, intercultural competence has received less attention generally and as a part professional competence, including in terms of its definition, manifestations, and practical applicability. This study examines how police students describe intercultural competence and how it is manifested in practical policing actions through their stories. Data comprisin…
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden
Education policies are legally and societally significant for framing how schools are expected to promote the integration of pupils with migration backgrounds into school communities. Approaches to integration in education are embedded in policies that reflect wider general understandings of diversity and specific arrangements that aim to accommodate the increasing cultural and linguistic diversity of school populations. This article explores how…
The change and continuity of teachers’ professional agency
To transform existing education practices in tackling different challenges and future uncertainties, it is essential to engage teachers as active agents in students’ learning, collegial collaboration, school development and societal issues throughout the career. This study investigates the change and continuity of teacher professional agency associated with the individual position and socio-cultural factors in Hong Kong. Data from semi-structured…
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
Professional agency has been comprehensively investigated in educational contexts, but there have been few quantitative or comparative studies. This quantitative study explored school staff members’ professional agency in Finland, Scotland, and Sweden, addressing three dimensions of agency: influencing at work , participation at work , and negotiating professional identity . The questionnaire data indicated fairly strong agency among lower second…
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to…
Emotional Agency at Work
Despite intensive research on agency in education and work environments, the topic remains underexplored through the lens of emotions. This study conducted the development and validation of a quantitative measure to explore emotional agency in working life. Empirical data ( N = 240) were collected via a web-based survey within the professional domains of healthcare and real estate services. The participants’ age, educational level, and gender cor…
Staff Members’ Professional Agency within the Staff Community and the Education Policies
In recent decades, increased diversity and migration have challenged school staff members’ ways of working. This study aimed to identify the challenges faced by Finnish school staff in supporting students with migrant backgrounds, and to elaborate on how they enact professional agency toward these challenges. The data consist of 15 thematic interviews with staff members across various work positions in two Finnish lower secondary schools. Based o…
Teachers’ Identity Tensions and Related Coping Strategies
When external requirements conflict with teachers’ personal beliefs and values, the resulting internal struggles can lead to identity tensions. Contributing to discussion on teachers’ identity development in a challenging context, this study investigated teacher identity tensions and related coping strategies in Hong Kong. We conducted 21 semi-structured interviews with qualified teachers and then performed a deductive thematic analysis of the da…
Professional agency and its features in supporting teachers’ learning during an in-service education programme
Research has shown that professional agency is pivotal for understanding teachers’ professional learning in different contexts. However, we lack an elaborated understanding of teachers’ professional agency in the context of in-service teacher education aimed at supporting teachers’ professional learning. To contribute to this discussion, this study investigated primary school teachers’ professional agency during in-service education and the featu…
Professional agency in a university context
Finnish and German student teachers’ motivations for choosing teaching as a career. The first application of the FIT-Choice scale in Finland
Teacher educators' collective professional agency and identity – Transforming marginality to strength
How do novice teachers in Finland perceive their professional agency?
This study investigated novice teachers’ perceptions of their professional agency during the initial years of their work in schools. The research questions were: (i) How do novice teachers perceive their professional agency within their work, and what do they see as the main restrictions and resources affecting that agency? (ii) How do novice teachers perceive their professional agency in the construction and renegotiation of their professional i…
Professional Agency, Identity, and Emotions While Leaving One’s Work Organization
This study investigated the enactment of professional agency in an emotionally troubled work context emerging from a conflicted relationship between the professional and the work organization. Narrative interviews with Finnish educators were utilized. The findings indicate that the enactment of agency was in part framed by the educators’ rational interpretations of the relationship between themselves and their employer, plus their work history an…
Professional agency in the stream of change
What is agency? Conceptualizing professional agency at work
The power dance in the research interview
We examine the power that is manifested between interviewers and interviewees in research interviews. Our empirical examples are drawn from interviews conducted with: (a) a vocational teacher; and (b) a senior researcher. We analysed the manifestations of power both in the course of the interviews and across interviews. We found that power is exercised and distributed diversely and situationally between the interview participants (interviewer and…
Professional agency in the stream of change
The power dance in the research interview
We examine the power that is manifested between interviewers and interviewees in research interviews. Our empirical examples are drawn from interviews conducted with: (a) a vocational teacher; and (b) a senior researcher. We analysed the manifestations of power both in the course of the interviews and across interviews. We found that power is exercised and distributed diversely and situationally between the interview participants (interviewer and…
Teacher educators' collective professional agency and identity – Transforming marginality to strength
Finnish and German student teachers’ motivations for choosing teaching as a career. The first application of the FIT-Choice scale in Finland
Professional agency in a university context
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to…
What is agency? Conceptualizing professional agency at work
The power dance in the research interview
We examine the power that is manifested between interviewers and interviewees in research interviews. Our empirical examples are drawn from interviews conducted with: (a) a vocational teacher; and (b) a senior researcher. We analysed the manifestations of power both in the course of the interviews and across interviews. We found that power is exercised and distributed diversely and situationally between the interview participants (interviewer and…
Professional agency in the stream of change
How do novice teachers in Finland perceive their professional agency?
This study investigated novice teachers’ perceptions of their professional agency during the initial years of their work in schools. The research questions were: (i) How do novice teachers perceive their professional agency within their work, and what do they see as the main restrictions and resources affecting that agency? (ii) How do novice teachers perceive their professional agency in the construction and renegotiation of their professional i…
Professional Agency, Identity, and Emotions While Leaving One’s Work Organization
This study investigated the enactment of professional agency in an emotionally troubled work context emerging from a conflicted relationship between the professional and the work organization. Narrative interviews with Finnish educators were utilized. The findings indicate that the enactment of agency was in part framed by the educators’ rational interpretations of the relationship between themselves and their employer, plus their work history an…
Teacher educators' collective professional agency and identity – Transforming marginality to strength
Professional agency in a university context
Finnish and German student teachers’ motivations for choosing teaching as a career. The first application of the FIT-Choice scale in Finland
Professional agency and its features in supporting teachers’ learning during an in-service education programme
Research has shown that professional agency is pivotal for understanding teachers’ professional learning in different contexts. However, we lack an elaborated understanding of teachers’ professional agency in the context of in-service teacher education aimed at supporting teachers’ professional learning. To contribute to this discussion, this study investigated primary school teachers’ professional agency during in-service education and the featu…
Emotional Agency at Work
Despite intensive research on agency in education and work environments, the topic remains underexplored through the lens of emotions. This study conducted the development and validation of a quantitative measure to explore emotional agency in working life. Empirical data ( N = 240) were collected via a web-based survey within the professional domains of healthcare and real estate services. The participants’ age, educational level, and gender cor…
Staff Members’ Professional Agency within the Staff Community and the Education Policies
In recent decades, increased diversity and migration have challenged school staff members’ ways of working. This study aimed to identify the challenges faced by Finnish school staff in supporting students with migrant backgrounds, and to elaborate on how they enact professional agency toward these challenges. The data consist of 15 thematic interviews with staff members across various work positions in two Finnish lower secondary schools. Based o…
Teachers’ Identity Tensions and Related Coping Strategies
When external requirements conflict with teachers’ personal beliefs and values, the resulting internal struggles can lead to identity tensions. Contributing to discussion on teachers’ identity development in a challenging context, this study investigated teacher identity tensions and related coping strategies in Hong Kong. We conducted 21 semi-structured interviews with qualified teachers and then performed a deductive thematic analysis of the da…
How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden
This study examines how teachers exercise relational agency - working flexibly with other actors in their social networks to support migrant students. Teachers and other staff members from 7 schools in Scotland, Finland and Sweden participated in social network surveys (n = 1116), online logs (n = 275) and interviews (n = 82). A mixed-method social network analysis shows how networks facilitate relational agency as teachers reach out to others to…
Exploring integration in schools by using the lens of cultural diversity and multilingualism in policy documents from Finland, Scotland and Sweden
Education policies are legally and societally significant for framing how schools are expected to promote the integration of pupils with migration backgrounds into school communities. Approaches to integration in education are embedded in policies that reflect wider general understandings of diversity and specific arrangements that aim to accommodate the increasing cultural and linguistic diversity of school populations. This article explores how…
The change and continuity of teachers’ professional agency
To transform existing education practices in tackling different challenges and future uncertainties, it is essential to engage teachers as active agents in students’ learning, collegial collaboration, school development and societal issues throughout the career. This study investigates the change and continuity of teacher professional agency associated with the individual position and socio-cultural factors in Hong Kong. Data from semi-structured…
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
Professional agency has been comprehensively investigated in educational contexts, but there have been few quantitative or comparative studies. This quantitative study explored school staff members’ professional agency in Finland, Scotland, and Sweden, addressing three dimensions of agency: influencing at work , participation at work , and negotiating professional identity . The questionnaire data indicated fairly strong agency among lower second…
Police Students’ Stories of Intercultural Competence in Police Work
Professional competences have been widely studied in workplace and professional learning. However, intercultural competence has received less attention generally and as a part professional competence, including in terms of its definition, manifestations, and practical applicability. This study examines how police students describe intercultural competence and how it is manifested in practical policing actions through their stories. Data comprisin…
Sociology (15 obras) · Psychology (13 obras) · Pedagogy (12 obras) · Social science (12 obras) · Political science (10 obras) · Teacher Education and Leadership Studies (8 obras) · Social Psychology (7 obras) · Professional development (6 obras) · Public relations (6 obras) · Agency (philosophy (5 obras)