Anneli Eteläpelto
Biographic Data
| ID | 1606220 |
|---|---|
| NAME | Anneli Eteläpelto |
| GIVEN NAMES | Anneli |
| FAMILY NAME | Eteläpelto |
| SIGNATURE | ETELÄPELTO A |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0001-5336-7410 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
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…
Teacher agency within the Finnish CLIL context
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
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…
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
Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL 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
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…
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…
Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context
Teacher agency within the Finnish CLIL context
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 …
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…
Psychology (8 works) · Sociology (8 works) · Social science (7 works) · Pedagogy (6 works) · Mathematics education (5 works) · Innovative Education and Learning Practices (4 works) · Teacher Education and Leadership Studies (4 works) · Agency (philosophy) (3 works) · Political science (3 works) · Professional development (3 works)