Tuike Iiskala
Biographic Data
| ID | 4627942 |
|---|---|
| NAME | Tuike Iiskala |
| GIVEN NAMES | Tuike |
| FAMILY NAME | Iiskala |
| SIGNATURE | IISKALA T |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0002-3114-3317 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The Role of Educational Science in Professional Knowledge
The significance of theoretical knowledge for professional practice is widely acknowledged, but how students in professional education construct meanings of their major subject remains understudied. This study examined how primary student teachers reflect on the role of educational science in their professional knowledge. Textual data were collected after their first practicum in a Finnish primary teacher education programme. Discourse analysis i…
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
The present study examines the interconnectedness of spontaneous scientific argumentation and socially shared metacognitive regulation (SSMR) during a collaborative inquiry in which students are tasked with working in a virtual learning environment for marine biological issues. From a larger dataset of 39 groups, four small student groups were selected for this specific study. Of the selected groups, two were high‐performing and two were low‐perf…
Content Learning in an Interprofessional Environment for Health and Social Care Students
Undergraduate interprofessional courses aim to enhance health and social care students’ knowledge and skills for working life. Employing a pre-posttest design, this mixed methods study explored the impact of a new interprofessional course on content learning with the aid of mind maps. Questionnaires were used to assess the course’s effect on learning activities (including strategies for cognitive processing and regulation) and appraisals of group…
Epistemic agency in student teachers’ engagement with research skills
In today’s knowledge intensive and post-factual world, student teachers’ relationship towards knowledge is a vital element in learning to teach. Student teachers must have a sense of epistemic agency to see themselves as productive participants in knowledge-laden activities. However, little attention has been paid to the role of agency in the interconnections between research and teaching in higher education. This study aims to identify how epist…
Exploring the relational nature of teachers’ agency negotiation through master- and counter-narratives
Teachers’ agency has recently been vastly studied from a sociocultural perspective, emphasising that teachers’ action is shaped by the structures within which teachers work. However, this study provides a different perspective, introducing relational sociology to the research on teachers’ agency. Here, agency is seen as embedded in interdependencies and relationships, either personal or impersonal. Finnish newly qualified teachers were interviewe…
Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts
This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these …
Voices of student teachers' professional agency at the intersection of theory and practice
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
The present study examines the interconnectedness of spontaneous scientific argumentation and socially shared metacognitive regulation (SSMR) during a collaborative inquiry in which students are tasked with working in a virtual learning environment for marine biological issues. From a larger dataset of 39 groups, four small student groups were selected for this specific study. Of the selected groups, two were high‐performing and two were low‐perf…
Exploring the relational nature of teachers’ agency negotiation through master- and counter-narratives
Teachers’ agency has recently been vastly studied from a sociocultural perspective, emphasising that teachers’ action is shaped by the structures within which teachers work. However, this study provides a different perspective, introducing relational sociology to the research on teachers’ agency. Here, agency is seen as embedded in interdependencies and relationships, either personal or impersonal. Finnish newly qualified teachers were interviewe…
Voices of student teachers' professional agency at the intersection of theory and practice
Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts
This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these …
Exploring the relational nature of teachers’ agency negotiation through master- and counter-narratives
Teachers’ agency has recently been vastly studied from a sociocultural perspective, emphasising that teachers’ action is shaped by the structures within which teachers work. However, this study provides a different perspective, introducing relational sociology to the research on teachers’ agency. Here, agency is seen as embedded in interdependencies and relationships, either personal or impersonal. Finnish newly qualified teachers were interviewe…
Content Learning in an Interprofessional Environment for Health and Social Care Students
Undergraduate interprofessional courses aim to enhance health and social care students’ knowledge and skills for working life. Employing a pre-posttest design, this mixed methods study explored the impact of a new interprofessional course on content learning with the aid of mind maps. Questionnaires were used to assess the course’s effect on learning activities (including strategies for cognitive processing and regulation) and appraisals of group…
Epistemic agency in student teachers’ engagement with research skills
In today’s knowledge intensive and post-factual world, student teachers’ relationship towards knowledge is a vital element in learning to teach. Student teachers must have a sense of epistemic agency to see themselves as productive participants in knowledge-laden activities. However, little attention has been paid to the role of agency in the interconnections between research and teaching in higher education. This study aims to identify how epist…
The Role of Educational Science in Professional Knowledge
The significance of theoretical knowledge for professional practice is widely acknowledged, but how students in professional education construct meanings of their major subject remains understudied. This study examined how primary student teachers reflect on the role of educational science in their professional knowledge. Textual data were collected after their first practicum in a Finnish primary teacher education programme. Discourse analysis i…
Spontaneous Scientific Argumentation and Socially Shared Metacognitive Regulation of High‐ and Low‐Performing Small Groups in Virtual Collaborative Science Learning
The present study examines the interconnectedness of spontaneous scientific argumentation and socially shared metacognitive regulation (SSMR) during a collaborative inquiry in which students are tasked with working in a virtual learning environment for marine biological issues. From a larger dataset of 39 groups, four small student groups were selected for this specific study. Of the selected groups, two were high‐performing and two were low‐perf…
Mathematics education (5 works) · Psychology (5 works) · Sociology (5 works) · Pedagogy (4 works) · Social science (4 works) · Cognition (3 works) · Collaborative learning (2 works) · Educational Strategies and Epistemologies (2 works) · Epistemology (2 works) · Innovative Teaching and Learning Methods (2 works)