Josephine Moate
Biographic Data
| ID | 1500116 |
|---|---|
| NAME | Josephine Moate |
| GIVEN NAMES | Josephine |
| FAMILY NAME | Moate |
| SIGNATURE | MOATE J |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-3530-4373 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 45 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Towards the pedagogical validation of science Cefr-aligned literacy descriptors in secondary CLIL classroom interaction: Insights from physics teaching episodes
This study aims to pedagogically validate CEFR-aligned science descriptors, in particular, contributing towards physics literacy descriptors. It explores how disciplinary literacies align with the pedagogical talk and actions of a CLIL Physics teacher, drawing on Dalton-Puffer’s construct of Cognitive Discourse Functions (CDFs). CDFs have proven useful for identifying subject-specific language demands in L2 content subjects and serve as the found…
Comparing Finnish and Chinese national teacher education frameworks from the teacher competency perspective
Finnish and Chinese teacher education have gained worldwide attention because of their pupils’ significant achievements in international assessments. Focusing on the manifestations of teacher competencies in the respective teacher education frameworks, this article compares Finnish and Chinese teacher education and their curricular traditions. The mixed-method analysis of the two national frameworks draws attention to significant differences and …
A dialogic exploration of pedagogical orchestration and entrained participation
This study explores how the chronotope, a particular time–space, of a collective in-time experience through music takes shape through the individual and interconnected actions and responses of a teacher and students in joint music-making. The dataset consists of video recordings of a joint music-making lesson (45 min) and the interviews of the teacher and 23 sixth grade students. This study provides insights into the multimodal nature of music as…
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…
A Dialogical Exploration of Student Teacher Reflections: From Notions of Insideness and Outsideness to Pedagogical Alongsideness
This article offers a dialogical exploration of student teachers’ reflections on notions of insideness and outsideness, the focal themes of an Erasmus+ ten-day intensive programme (IP). The arts-based, interdisciplinary IP involved 32 student participants and twelve members of staff from eight European universities hosted by the University of Jyväskylä, Finland. The data for this paper are based on the final written essays of student participants…
Students’ experiences of their agency in whole-class playing
The agency of primary school students has been studied increasingly in recent years; yet, we know relatively little about student agency in music educational settings or how students experience their participation in joint musical action. This study explores sixth-grade students’ experiences of their agency in whole-class playing. Qualitative content analysis of 11 pair interviews identified vulnerability as an essential element of participating …
Teacher beliefs about student agency in whole-class playing
This study explores music teachers’ beliefs of student agency in whole-class playing and investigates what characterises student agency through teachers’ values, actions and observations within this unique multimodal and -dimensional learning environment. Our abductive analysis of 11 interviews reveals that the role of teacher support is significant in enacting students’ agency. This study provides insights into student agency through the eyes an…
Seeking understanding of the textbook-based character of Finnish education
This article provides a critical exploration of the textbook-based character of Finnish educational culture. The opening section points to the need to recognize and better understand the role of textbooks in Finnish education. The next section outlines how and why textbooks have become a characterizing feature of Finnish educational culture before addressing different ways in which pupils and student-teachers are socialized into textbook-based pr…
Examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence
This study uses the Aristotelian notion of phronesis as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which techne and episteme with their associated ways of knowing and acting dominate the curriculum. Nevertheless, the hints of phronesis indicate the potential for developing a more…
The emotional journey of being and becoming bilingual
This article examines the foreign language learning biographies of six Finnish English speakers who reflect on their journey towards a bilingual identity. In this article language learning is examined as a process that is intrinsically emotional as emotion connects individuals with the world as well as being a movement within oneself. The data analysis is based on dialogical and narrative approaches. Through the analysis two key story types were …
Being a good neighbour: Developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study
Language educators in Australia and Finland are expected to foster intercultural understanding within foreign language education. This paper presents findings from a qualitative case study focusing on theoretical and practical intercultural understanding in secondary school language education. The data for this study includes lesson observations as well as student and teachers interviews collected in two secondary schools in Australia and Finland…
Teacher agency within the Finnish CLIL context: Tensions and resources
Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher …
Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context
Who and how? Preservice teachers as active agents developing professional identities
Global connectedness in higher education: Student Voices on the Value of Cross-Cultural Learning Dialogue
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…
Identity, agency and community: Reconsidering the pedagogic responsibilities of teacher education
This article presents a model for teacher education based on an ongoing action research project at a Finnish university. This model draws on the educational theory of Dewey and the pedagogical sensibility of Bakhtin to critically consider the concepts of teacher identity and agency and to highlight the role of community in teacher development. Our aim is to propose a model that supports the development of new directions in teacher education that …
Who and how? Preservice teachers as active agents developing professional identities
Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context
Global connectedness in higher education: Student Voices on the Value of Cross-Cultural Learning Dialogue
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…
Identity, agency and community: Reconsidering the pedagogic responsibilities of teacher education
This article presents a model for teacher education based on an ongoing action research project at a Finnish university. This model draws on the educational theory of Dewey and the pedagogical sensibility of Bakhtin to critically consider the concepts of teacher identity and agency and to highlight the role of community in teacher development. Our aim is to propose a model that supports the development of new directions in teacher education that …
Examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence
This study uses the Aristotelian notion of phronesis as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which techne and episteme with their associated ways of knowing and acting dominate the curriculum. Nevertheless, the hints of phronesis indicate the potential for developing a more…
Being a good neighbour: Developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study
Language educators in Australia and Finland are expected to foster intercultural understanding within foreign language education. This paper presents findings from a qualitative case study focusing on theoretical and practical intercultural understanding in secondary school language education. The data for this study includes lesson observations as well as student and teachers interviews collected in two secondary schools in Australia and Finland…
Identity, agency and community: Reconsidering the pedagogic responsibilities of teacher education
This article presents a model for teacher education based on an ongoing action research project at a Finnish university. This model draws on the educational theory of Dewey and the pedagogical sensibility of Bakhtin to critically consider the concepts of teacher identity and agency and to highlight the role of community in teacher development. Our aim is to propose a model that supports the development of new directions in teacher education that …
Who and how? Preservice teachers as active agents developing professional identities
Global connectedness in higher education: Student Voices on the Value of Cross-Cultural Learning Dialogue
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…
Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context
Teacher agency within the Finnish CLIL context: Tensions and resources
Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher …
The emotional journey of being and becoming bilingual
This article examines the foreign language learning biographies of six Finnish English speakers who reflect on their journey towards a bilingual identity. In this article language learning is examined as a process that is intrinsically emotional as emotion connects individuals with the world as well as being a movement within oneself. The data analysis is based on dialogical and narrative approaches. Through the analysis two key story types were …
Being a good neighbour: Developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study
Language educators in Australia and Finland are expected to foster intercultural understanding within foreign language education. This paper presents findings from a qualitative case study focusing on theoretical and practical intercultural understanding in secondary school language education. The data for this study includes lesson observations as well as student and teachers interviews collected in two secondary schools in Australia and Finland…
Seeking understanding of the textbook-based character of Finnish education
This article provides a critical exploration of the textbook-based character of Finnish educational culture. The opening section points to the need to recognize and better understand the role of textbooks in Finnish education. The next section outlines how and why textbooks have become a characterizing feature of Finnish educational culture before addressing different ways in which pupils and student-teachers are socialized into textbook-based pr…
Examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence
This study uses the Aristotelian notion of phronesis as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which techne and episteme with their associated ways of knowing and acting dominate the curriculum. Nevertheless, the hints of phronesis indicate the potential for developing a more…
Teacher beliefs about student agency in whole-class playing
This study explores music teachers’ beliefs of student agency in whole-class playing and investigates what characterises student agency through teachers’ values, actions and observations within this unique multimodal and -dimensional learning environment. Our abductive analysis of 11 interviews reveals that the role of teacher support is significant in enacting students’ agency. This study provides insights into student agency through the eyes an…
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…
A Dialogical Exploration of Student Teacher Reflections: From Notions of Insideness and Outsideness to Pedagogical Alongsideness
This article offers a dialogical exploration of student teachers’ reflections on notions of insideness and outsideness, the focal themes of an Erasmus+ ten-day intensive programme (IP). The arts-based, interdisciplinary IP involved 32 student participants and twelve members of staff from eight European universities hosted by the University of Jyväskylä, Finland. The data for this paper are based on the final written essays of student participants…
Students’ experiences of their agency in whole-class playing
The agency of primary school students has been studied increasingly in recent years; yet, we know relatively little about student agency in music educational settings or how students experience their participation in joint musical action. This study explores sixth-grade students’ experiences of their agency in whole-class playing. Qualitative content analysis of 11 pair interviews identified vulnerability as an essential element of participating …
A dialogic exploration of pedagogical orchestration and entrained participation
This study explores how the chronotope, a particular time–space, of a collective in-time experience through music takes shape through the individual and interconnected actions and responses of a teacher and students in joint music-making. The dataset consists of video recordings of a joint music-making lesson (45 min) and the interviews of the teacher and 23 sixth grade students. This study provides insights into the multimodal nature of music as…
Towards the pedagogical validation of science Cefr-aligned literacy descriptors in secondary CLIL classroom interaction: Insights from physics teaching episodes
This study aims to pedagogically validate CEFR-aligned science descriptors, in particular, contributing towards physics literacy descriptors. It explores how disciplinary literacies align with the pedagogical talk and actions of a CLIL Physics teacher, drawing on Dalton-Puffer’s construct of Cognitive Discourse Functions (CDFs). CDFs have proven useful for identifying subject-specific language demands in L2 content subjects and serve as the found…
Comparing Finnish and Chinese national teacher education frameworks from the teacher competency perspective
Finnish and Chinese teacher education have gained worldwide attention because of their pupils’ significant achievements in international assessments. Focusing on the manifestations of teacher competencies in the respective teacher education frameworks, this article compares Finnish and Chinese teacher education and their curricular traditions. The mixed-method analysis of the two national frameworks draws attention to significant differences and …
Pedagogy (14 works) · Psychology (14 works) · Sociology (14 works) · Mathematics education (7 works) · Social science (7 works) · Social Psychology (6 works) · Teacher Education and Leadership Studies (6 works) · Educator Training and Historical Pedagogy (5 works) · EFL/ESL Teaching and Learning (5 works) · Political science (5 works)