Raimo Kaasila
Biographic Data
| ID | 5399157 |
|---|---|
| NAME | Raimo Kaasila |
| GIVEN NAMES | Raimo |
| FAMILY NAME | Kaasila |
| SIGNATURE | KAASILA R |
| AFFILIATIONS | University of Oulu |
| ORCID | 0000-0003-3262-7185 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Preservice subject teachers’ beliefs about teacher subject interest
This study explores preservice teachers’ beliefs about teacher subject interest and its impact on teaching and learning, which has received little attention in research in initial teacher education. To form an understanding of their beliefs, we examined the writings produced by 47 preservice subject teachers of mathematics, physics and chemistry about teacher subject interest. All participants expressed that teacher subject interest, or lack ther…
Research on teacher educators’ teacher identities
Research has suggested that teacher educators’ profession and the process of identity formation are poorly understood. Moreover, attempts to clarify the terminology are rare. While research has addressed teacher educators’ professional identities holistically, discussion on teacher educators’ teacher identities is very rare, even though these specific sub-identities are at the core of their work. In this study we apply meta-ethnography to provide…
Towards conceptualising failure in mathematics as an autobiographical experience
Studies have shown that failure experiences play a role in pre-service teachers’ development. Given that autobiographical experiences are a foundation of learning and that failure is a wide-spread experience, particularly in mathematics, we need further insight into what kind of experience failure actually is. This paper draws on 59 pre-service teachers’ written experiences of failure in order to map them out and provide insight into what counts …
The change in pre-service primary teachers’ possible selves in relation to science teaching
This study examines pre-service primary school teachers’ (PSTs’) possible selves in relation to science teaching and the ways in which these possible selves change over time. This longitudinal study adds to the body of knowledge by examining PSTs’ possible selves at various time points throughout their teacher preparation: three PSTs, selected from a wider sample, were interviewed three times about their future aspirations as science teachers. Na…
From fragmented toward relational academic teacher identity
Towards a collaborative, interactionist model of teacher change
Towards a collaborative, interactionist model of teacher change
From fragmented toward relational academic teacher identity
Towards conceptualising failure in mathematics as an autobiographical experience
Studies have shown that failure experiences play a role in pre-service teachers’ development. Given that autobiographical experiences are a foundation of learning and that failure is a wide-spread experience, particularly in mathematics, we need further insight into what kind of experience failure actually is. This paper draws on 59 pre-service teachers’ written experiences of failure in order to map them out and provide insight into what counts …
The change in pre-service primary teachers’ possible selves in relation to science teaching
This study examines pre-service primary school teachers’ (PSTs’) possible selves in relation to science teaching and the ways in which these possible selves change over time. This longitudinal study adds to the body of knowledge by examining PSTs’ possible selves at various time points throughout their teacher preparation: three PSTs, selected from a wider sample, were interviewed three times about their future aspirations as science teachers. Na…
Research on teacher educators’ teacher identities
Research has suggested that teacher educators’ profession and the process of identity formation are poorly understood. Moreover, attempts to clarify the terminology are rare. While research has addressed teacher educators’ professional identities holistically, discussion on teacher educators’ teacher identities is very rare, even though these specific sub-identities are at the core of their work. In this study we apply meta-ethnography to provide…
Preservice subject teachers’ beliefs about teacher subject interest
This study explores preservice teachers’ beliefs about teacher subject interest and its impact on teaching and learning, which has received little attention in research in initial teacher education. To form an understanding of their beliefs, we examined the writings produced by 47 preservice subject teachers of mathematics, physics and chemistry about teacher subject interest. All participants expressed that teacher subject interest, or lack ther…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Teacher education (5 works) · Teacher Education and Leadership Studies (5 works) · Sociology (3 works) · Computer Science (2 works) · Education, Achievement, and Giftedness (2 works) · Narrative (2 works) · Political science (2 works)