Hannu L T Heikkinen
Biographic Data
| ID | 4443708 |
|---|---|
| NAME | Hannu L T Heikkinen |
| GIVEN NAMES | Hannu L T |
| FAMILY NAME | Heikkinen |
| SIGNATURE | HEIKKINEN H L T |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-2547-9372 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 50 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Utilizing appreciative inquiry in educational development
This article delves into appreciative inquiry (AI) and its practical applications, particularly in educational development. The abbreviation AI is used further. The article begins by exploring the link between AI and action research, continuing with an examination of how AI is associated with positive psychology, especially regarding organizational strengths. The article also considers how AI has been applied in educational contexts over time. Fu…
Inspiring moral motivation in teacher education
Reframing new teacher induction
Utilising qualitative interviews and the theory of practice architectures, the study identifies how current induction practices, often shaped by deficit views, can undervalue new teachers by highlighting their perceived inadequacies. Contrastingly, embracing an opportunity perspective recognises and builds on new teachers’ existing strengths and capabilities. This shift not only aids in teacher subjectification, but also positions them as co-prod…
Collective sustainability competences of universities as a nested institutional space
Sustainability action at universities is complex and requires engaging multiple competences that reside on different levels outside and inside the organisation. In addition to individual competences, social communities also possess collective resources and characteristics that do not translate into a sum of individual abilities. Based on a qualitative small‐n comparative study of four universities in Spain, Portugal, Finland and Romania, this pap…
The evolving role of Finnish universities of applied sciences in the regional innovation ecosystem
This article examines how Finnish universities of applied sciences (UAS) have developed as a form of higher vocational education and their current role in the education system, and how this is reflected in student flows and the share of research funding. Furthermore, we have aimed to increase understanding of the frameworks and conceptualisations that have contributed to modelling the position of UAS with respect to their relation to knowledge. O…
Beyond an anthropocentric view of praxis
A number of philosophical perspectives, such as deep ecology, posthumanism, and new materialisms, to name a few, have challenged the deep-rooted anthropocentric assumptions about human exceptionalism. Yet these non-anthropocentric perspectives must still find a place for human action; they require clear conceptualisations of human action and agency. It is generally acknowledged that human beings have a weighty moral responsibility for correcting …
The ‘spirit of the times’
This article examines the nature of neoliberal influences upon educational policy making in the Finnish education system in recent times. The article draws upon key policy documents, government reports, journal articles and media articles about reforms in the early childhood, basic/compulsory school and vocational education and training sectors to evidence these processes. Analytically, these reforms are understood as instances of what has been r…
Running a hybrid
This study examines a hybrid form of the Finnish Peer-Group Mentoring (PGM) merging student teachers and in-service teachers of different career stages in group meetings facilitated by an educated mentor. Experiences of the in-service participants were studied by interviewing them, and the data were analysed through thematic analysis. Four main themes were identified: 1) Enjoying group activities, 2) Personal professional development, 3) Attachin…
Designing education democratically through deliberative crowdsourcing
In Finland, curriculum design is allegedly carried out through a deliberative process that involves various stakeholders, interest groups, experts and ordinary citizens. To facilitate participation in curriculum design, online crowdsourcing has been applied. The objective of this study is to explore to what extent the design process of the latest Finnish national curriculum for mathematics was open, democratic and deliberative. The theoretical fr…
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…
Learning to survive amidst nested crises
The ongoing ecological crisis and the more recent Coronavirus crisis challenge the grand narrative of Enlightenment that human beings are ‘masters of nature’. For millennia, human social learning has allowed Homo sapiens to outpace most of our competitor creatures and live a comfortable life, but this competitive success has resulted in cataclysmic failure for the ecosystem. However, people’s unique ability to learn gives us hope that we can over…
Three orientations for understanding educational autonomy
This paper reports on the findings from a multi-site case study conducted in Australia, Finland and Jamaica which explored the conditions that enabled and constrained the autonomy of school principals. Systematic data collection was carried out in the form of interviews of school principals and the data was analysed using a qualitative approach. The analysis indicates that: (1) school principals’ practices are prefigured by the peculiarities of h…
Constructing a pedagogical practice across disciplines in pre-service teacher education
Understanding mentoring of new teachers
Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland
Mentoring of new teachers as a contested practice
A response to Petro Janse van Vuuren's ‘Meeting the mentor
In her article ‘Meeting the mentor: the role of the teacher-director in engineering a Hero's Journey for participants in an educational drama workshop series’, Petro Janse van Vuuren writes about h
Between facts and norms
An emphasis on democracy is typical of action research. Therefore, theories of modern democracy can be applied within the field of school development through action research. According to Jürgen Habermas, the promotion of democratic will formation requires the promotion of free and rational communicative action that is as free from manipulation as possible. Under ideal communicative conditions, consensus is achieved dialectically through the forc…
Shaken, not Stirred
It Was on Fire when I Lay Down on it
Mentoring of new teachers as a contested practice
Between facts and norms
An emphasis on democracy is typical of action research. Therefore, theories of modern democracy can be applied within the field of school development through action research. According to Jürgen Habermas, the promotion of democratic will formation requires the promotion of free and rational communicative action that is as free from manipulation as possible. Under ideal communicative conditions, consensus is achieved dialectically through the forc…
Beyond an anthropocentric view of praxis
A number of philosophical perspectives, such as deep ecology, posthumanism, and new materialisms, to name a few, have challenged the deep-rooted anthropocentric assumptions about human exceptionalism. Yet these non-anthropocentric perspectives must still find a place for human action; they require clear conceptualisations of human action and agency. It is generally acknowledged that human beings have a weighty moral responsibility for correcting …
Learning to survive amidst nested crises
The ongoing ecological crisis and the more recent Coronavirus crisis challenge the grand narrative of Enlightenment that human beings are ‘masters of nature’. For millennia, human social learning has allowed Homo sapiens to outpace most of our competitor creatures and live a comfortable life, but this competitive success has resulted in cataclysmic failure for the ecosystem. However, people’s unique ability to learn gives us hope that we can over…
Reframing new teacher induction
Utilising qualitative interviews and the theory of practice architectures, the study identifies how current induction practices, often shaped by deficit views, can undervalue new teachers by highlighting their perceived inadequacies. Contrastingly, embracing an opportunity perspective recognises and builds on new teachers’ existing strengths and capabilities. This shift not only aids in teacher subjectification, but also positions them as co-prod…
Constructing a pedagogical practice across disciplines in pre-service teacher education
Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland
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…
Three orientations for understanding educational autonomy
This paper reports on the findings from a multi-site case study conducted in Australia, Finland and Jamaica which explored the conditions that enabled and constrained the autonomy of school principals. Systematic data collection was carried out in the form of interviews of school principals and the data was analysed using a qualitative approach. The analysis indicates that: (1) school principals’ practices are prefigured by the peculiarities of h…
It Was on Fire when I Lay Down on it
Shaken, not Stirred
Between facts and norms
An emphasis on democracy is typical of action research. Therefore, theories of modern democracy can be applied within the field of school development through action research. According to Jürgen Habermas, the promotion of democratic will formation requires the promotion of free and rational communicative action that is as free from manipulation as possible. Under ideal communicative conditions, consensus is achieved dialectically through the forc…
A response to Petro Janse van Vuuren's ‘Meeting the mentor
In her article ‘Meeting the mentor: the role of the teacher-director in engineering a Hero's Journey for participants in an educational drama workshop series’, Petro Janse van Vuuren writes about h
Mentoring of new teachers as a contested practice
Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland
Understanding mentoring of new teachers
Constructing a pedagogical practice across disciplines in pre-service teacher education
The ‘spirit of the times’
This article examines the nature of neoliberal influences upon educational policy making in the Finnish education system in recent times. The article draws upon key policy documents, government reports, journal articles and media articles about reforms in the early childhood, basic/compulsory school and vocational education and training sectors to evidence these processes. Analytically, these reforms are understood as instances of what has been r…
Running a hybrid
This study examines a hybrid form of the Finnish Peer-Group Mentoring (PGM) merging student teachers and in-service teachers of different career stages in group meetings facilitated by an educated mentor. Experiences of the in-service participants were studied by interviewing them, and the data were analysed through thematic analysis. Four main themes were identified: 1) Enjoying group activities, 2) Personal professional development, 3) Attachin…
Designing education democratically through deliberative crowdsourcing
In Finland, curriculum design is allegedly carried out through a deliberative process that involves various stakeholders, interest groups, experts and ordinary citizens. To facilitate participation in curriculum design, online crowdsourcing has been applied. The objective of this study is to explore to what extent the design process of the latest Finnish national curriculum for mathematics was open, democratic and deliberative. The theoretical fr…
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…
Learning to survive amidst nested crises
The ongoing ecological crisis and the more recent Coronavirus crisis challenge the grand narrative of Enlightenment that human beings are ‘masters of nature’. For millennia, human social learning has allowed Homo sapiens to outpace most of our competitor creatures and live a comfortable life, but this competitive success has resulted in cataclysmic failure for the ecosystem. However, people’s unique ability to learn gives us hope that we can over…
Three orientations for understanding educational autonomy
This paper reports on the findings from a multi-site case study conducted in Australia, Finland and Jamaica which explored the conditions that enabled and constrained the autonomy of school principals. Systematic data collection was carried out in the form of interviews of school principals and the data was analysed using a qualitative approach. The analysis indicates that: (1) school principals’ practices are prefigured by the peculiarities of h…
Collective sustainability competences of universities as a nested institutional space
Sustainability action at universities is complex and requires engaging multiple competences that reside on different levels outside and inside the organisation. In addition to individual competences, social communities also possess collective resources and characteristics that do not translate into a sum of individual abilities. Based on a qualitative small‐n comparative study of four universities in Spain, Portugal, Finland and Romania, this pap…
The evolving role of Finnish universities of applied sciences in the regional innovation ecosystem
This article examines how Finnish universities of applied sciences (UAS) have developed as a form of higher vocational education and their current role in the education system, and how this is reflected in student flows and the share of research funding. Furthermore, we have aimed to increase understanding of the frameworks and conceptualisations that have contributed to modelling the position of UAS with respect to their relation to knowledge. O…
Beyond an anthropocentric view of praxis
A number of philosophical perspectives, such as deep ecology, posthumanism, and new materialisms, to name a few, have challenged the deep-rooted anthropocentric assumptions about human exceptionalism. Yet these non-anthropocentric perspectives must still find a place for human action; they require clear conceptualisations of human action and agency. It is generally acknowledged that human beings have a weighty moral responsibility for correcting …
Reframing new teacher induction
Utilising qualitative interviews and the theory of practice architectures, the study identifies how current induction practices, often shaped by deficit views, can undervalue new teachers by highlighting their perceived inadequacies. Contrastingly, embracing an opportunity perspective recognises and builds on new teachers’ existing strengths and capabilities. This shift not only aids in teacher subjectification, but also positions them as co-prod…
Utilizing appreciative inquiry in educational development
This article delves into appreciative inquiry (AI) and its practical applications, particularly in educational development. The abbreviation AI is used further. The article begins by exploring the link between AI and action research, continuing with an examination of how AI is associated with positive psychology, especially regarding organizational strengths. The article also considers how AI has been applied in educational contexts over time. Fu…
Inspiring moral motivation in teacher education
Sociology (14 works) · Pedagogy (12 works) · Psychology (11 works) · Political science (7 works) · Collaborative Teaching and Inclusion (6 works) · Computer Science (6 works) · Epistemology (6 works) · Mathematics education (6 works) · Teacher Education and Leadership Studies (6 works) · Law (5 works)