Päivi Hökkä
Biographic Data
| ID | 1606219 |
|---|---|
| NAME | Päivi Hökkä |
| GIVEN NAMES | Päivi |
| FAMILY NAME | Hökkä |
| SIGNATURE | HÖKKÄ P |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-2167-6582 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Exploring students’ school engagement in relation to migration status and parents’ educational level across diverse school contexts in Finland, Scotland and Sweden
This study examined students’ school engagement in relation to their migration status and their parents’ educational level across diverse school contexts with different density levels of migrant students. Altogether 1146 students (Mean age = 13.65 years old) from seven schools in Finland, Scotland, and Sweden participated in the study. We obtained information about students’ school engagement and their demographics through a self-report survey. R…
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…
Informal learning contexts in the construction of physical education student teachers’ professional identity
This study aimed to investigate the significance of informal learning contexts in physical education (PE) student teachers’ professional identity construction. It addressed two research questions: How do informal learning contexts contribute to the construction of PE student teachers’ professional identity? What forms of relationships can be identified between the informal and formal contexts of learning in PE student teachers’ professional ident…
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
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…
Seeking New Perspectives on the Development of Teacher Education
Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a)…
What is agency? Conceptualizing professional agency at work
Recent tensions and challenges in teacher education as manifested in curriculum discourse
Teacher educators' collective professional agency and identity – Transforming marginality to strength
Professional agency in a university context
Seeking New Perspectives on the Development of Teacher Education
Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a)…
Recent tensions and challenges in teacher education as manifested in curriculum discourse
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…
Recent tensions and challenges in teacher education as manifested in curriculum discourse
What is agency? Conceptualizing professional agency at work
Seeking New Perspectives on the Development of Teacher Education
Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a)…
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…
Teacher educators' collective professional agency and identity – Transforming marginality to strength
Professional agency in a university context
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…
Informal learning contexts in the construction of physical education student teachers’ professional identity
This study aimed to investigate the significance of informal learning contexts in physical education (PE) student teachers’ professional identity construction. It addressed two research questions: How do informal learning contexts contribute to the construction of PE student teachers’ professional identity? What forms of relationships can be identified between the informal and formal contexts of learning in PE student teachers’ professional ident…
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…
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…
Exploring students’ school engagement in relation to migration status and parents’ educational level across diverse school contexts in Finland, Scotland and Sweden
This study examined students’ school engagement in relation to their migration status and their parents’ educational level across diverse school contexts with different density levels of migrant students. Altogether 1146 students (Mean age = 13.65 years old) from seven schools in Finland, Scotland, and Sweden participated in the study. We obtained information about students’ school engagement and their demographics through a self-report survey. R…
Sociology (12 works) · Pedagogy (10 works) · Psychology (10 works) · Social science (8 works) · Teacher Education and Leadership Studies (8 works) · Innovative Education and Learning Practices (6 works) · Political science (6 works) · Professional development (6 works) · Agency (philosophy (4 works) · Collaborative Teaching and Inclusion (4 works)