Heli Muhonen
Biographic Data
| ID | 6328105 |
|---|---|
| NAME | Heli Muhonen |
| GIVEN NAMES | Heli |
| FAMILY NAME | Muhonen |
| SIGNATURE | MUHONEN H |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0001-6199-7068 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From images to interaction
Photo elicitation in early childhood education and care (ECEC) can facilitate various types of dialogic interactions between teachers and small groups of children. However, little is known about how the content of children's photographs and their perspectives on them relate to different forms of interactions. In the present study, we explored the themes of photographs taken and discussed by children and the extent to which photography assignments…
Teachers’ Occupational Well-Being in the Finnish Two-Year Pre-Primary Education Trial
This study focused on occupational well-being among early childhood education and care (ECEC) teachers ( n = 409) participating in Finland’s two-year pre-primary education trial (2021–2024). We examined what kinds of occupational well-being profiles could be identified among the ECEC teachers and which teacher-related and contextual factors explained them. Based on latent profile analysis, three profiles were identified: thriving ( n = 250), with…
Encouraging children's voices in early childhood education and care
Research is needed on how to encourage children's voices in early childhood education and care (ECEC). Photography is a child-friendly method to support children expressing their views regarding their lives in ECEC. However, little is known about the types of dialogic interactions photo elicitation can produce when children engage in small group discussion about the photos they have taken. We investigated what types of dialogic interaction, based…
Empowered, Strained, or Stable
Research Findings: This study investigated early childhood education and care (ECEC) teachers’ experiences of occupational well-being during a two-year pre-primary education trial in Finland. Profile groups of the trial experimental group teachers (n = 376) were identified. We also examined whether the identified profiles differed with respect to different ECEC classroom and teacher professional characteristics. Through latent profile analysis, t…
Investigating educational dialogue
To support student learning throughout their school journey, it is important to investigate the authentic state of educational dialogue both in early primary and secondary school to map the potential variations concerning dialogue. The present study examined educational dialogue in early primary school and secondary school in literacy, mathematics and science lessons. Video-recorded classroom lessons (n = 115 in both grades) of Grade 2 primary sc…
Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue
Teacher–student relationship and students’ social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated their students’ (N = 664) social competence and the teacher–student relationship. In terms of teacher–student relationships, closeness associated positively while conflict associated negatively with high quality dialogue. Regard…
Educational dialogue of preschool teachers experiencing different levels of stress
This study examined the occurrence and quality of educational dialogue in the preschool classrooms of teachers with low, moderate and high stress levels. Video-recordings of 21 preschool teachers were analysed based on episodes of educational dialogue and categorised with respect to patterns of dialogic teaching and shared knowledge building. The teachers’ level of stress was determined based on their self-reporting of work-related stress and wel…
Professional vision in the classroom
This study investigated Grade 2 teachers' (N = 50) professional vision through eye-tracking methodology and retrospective think-aloud interviews. The study examined the extent to which teachers' knowledge-based reasoning explains their visual focus of attention to whole class and individual students. We found that teachers' descriptions of students' social relations and emotions associated positively with teachers' visual focus of attention to th…
Exploring types of educational classroom talk in early childhood education centres
Educational classroom talk is beneficial for children’s learning and communicative development (Alexander 2018); however, current research has focused predominantly on classroom talk starting at the primary school level. This study explored types of educational classroom talk between teachers and children as early as in early childhood education (ECE) in the United Arab Emirates. It also examined variations in the occurrence of different types of…
Educational dialogue among teachers experiencing different levels of self-efficacy
Scaffolding patterns of dialogic exchange in toddler classrooms
Professional vision of Grade 1 teachers experiencing different levels of work-related stress
This study explored teachers' professional vision by examining how teachers experiencing low, moderate and high work-related stress reason their eye-tracking recordings in terms of description, explanation and prediction. A qualitative analysis of retrospective think-aloud interviews with 24 Grade 1 teachers showed that teachers predominantly used description in their reasoning, while explanation and prediction were less frequent. The description…
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
This mixed-method study explored 54 Finnish Grade 1 teachers' professional vision and teaching experience. Teachers' retrospective think-aloud interviews, conducted while watching their eye-tracking recordings of classroom actions, were analysed according to the domains of knowledge-based reasoning. Negative associations between teaching experience and amount of knowledge-based reasoning were found. The qualitative examination of three teachers w…
Dialogue through the eyes
Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates
Facilitators, teachers, observers, and play partners
Scaffolding through dialogic teaching in early school classrooms
Scaffolding through dialogic teaching in early school classrooms
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
This mixed-method study explored 54 Finnish Grade 1 teachers' professional vision and teaching experience. Teachers' retrospective think-aloud interviews, conducted while watching their eye-tracking recordings of classroom actions, were analysed according to the domains of knowledge-based reasoning. Negative associations between teaching experience and amount of knowledge-based reasoning were found. The qualitative examination of three teachers w…
Professional vision of Grade 1 teachers experiencing different levels of work-related stress
This study explored teachers' professional vision by examining how teachers experiencing low, moderate and high work-related stress reason their eye-tracking recordings in terms of description, explanation and prediction. A qualitative analysis of retrospective think-aloud interviews with 24 Grade 1 teachers showed that teachers predominantly used description in their reasoning, while explanation and prediction were less frequent. The description…
Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue
Teacher–student relationship and students’ social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated their students’ (N = 664) social competence and the teacher–student relationship. In terms of teacher–student relationships, closeness associated positively while conflict associated negatively with high quality dialogue. Regard…
Educational dialogue of preschool teachers experiencing different levels of stress
This study examined the occurrence and quality of educational dialogue in the preschool classrooms of teachers with low, moderate and high stress levels. Video-recordings of 21 preschool teachers were analysed based on episodes of educational dialogue and categorised with respect to patterns of dialogic teaching and shared knowledge building. The teachers’ level of stress was determined based on their self-reporting of work-related stress and wel…
Scaffolding through dialogic teaching in early school classrooms
Facilitators, teachers, observers, and play partners
Dialogue through the eyes
Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates
Educational dialogue among teachers experiencing different levels of self-efficacy
Scaffolding patterns of dialogic exchange in toddler classrooms
Professional vision of Grade 1 teachers experiencing different levels of work-related stress
This study explored teachers' professional vision by examining how teachers experiencing low, moderate and high work-related stress reason their eye-tracking recordings in terms of description, explanation and prediction. A qualitative analysis of retrospective think-aloud interviews with 24 Grade 1 teachers showed that teachers predominantly used description in their reasoning, while explanation and prediction were less frequent. The description…
Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers
This mixed-method study explored 54 Finnish Grade 1 teachers' professional vision and teaching experience. Teachers' retrospective think-aloud interviews, conducted while watching their eye-tracking recordings of classroom actions, were analysed according to the domains of knowledge-based reasoning. Negative associations between teaching experience and amount of knowledge-based reasoning were found. The qualitative examination of three teachers w…
Professional vision in the classroom
This study investigated Grade 2 teachers' (N = 50) professional vision through eye-tracking methodology and retrospective think-aloud interviews. The study examined the extent to which teachers' knowledge-based reasoning explains their visual focus of attention to whole class and individual students. We found that teachers' descriptions of students' social relations and emotions associated positively with teachers' visual focus of attention to th…
Exploring types of educational classroom talk in early childhood education centres
Educational classroom talk is beneficial for children’s learning and communicative development (Alexander 2018); however, current research has focused predominantly on classroom talk starting at the primary school level. This study explored types of educational classroom talk between teachers and children as early as in early childhood education (ECE) in the United Arab Emirates. It also examined variations in the occurrence of different types of…
Educational dialogue of preschool teachers experiencing different levels of stress
This study examined the occurrence and quality of educational dialogue in the preschool classrooms of teachers with low, moderate and high stress levels. Video-recordings of 21 preschool teachers were analysed based on episodes of educational dialogue and categorised with respect to patterns of dialogic teaching and shared knowledge building. The teachers’ level of stress was determined based on their self-reporting of work-related stress and wel…
Investigating educational dialogue
To support student learning throughout their school journey, it is important to investigate the authentic state of educational dialogue both in early primary and secondary school to map the potential variations concerning dialogue. The present study examined educational dialogue in early primary school and secondary school in literacy, mathematics and science lessons. Video-recorded classroom lessons (n = 115 in both grades) of Grade 2 primary sc…
Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue
Teacher–student relationship and students’ social competence were investigated in relation to the quality of educational dialogue. The data consisted of 151 video-recorded Grade 2 lessons. The teachers (N = 50) also rated their students’ (N = 664) social competence and the teacher–student relationship. In terms of teacher–student relationships, closeness associated positively while conflict associated negatively with high quality dialogue. Regard…
Empowered, Strained, or Stable
Research Findings: This study investigated early childhood education and care (ECEC) teachers’ experiences of occupational well-being during a two-year pre-primary education trial in Finland. Profile groups of the trial experimental group teachers (n = 376) were identified. We also examined whether the identified profiles differed with respect to different ECEC classroom and teacher professional characteristics. Through latent profile analysis, t…
From images to interaction
Photo elicitation in early childhood education and care (ECEC) can facilitate various types of dialogic interactions between teachers and small groups of children. However, little is known about how the content of children's photographs and their perspectives on them relate to different forms of interactions. In the present study, we explored the themes of photographs taken and discussed by children and the extent to which photography assignments…
Teachers’ Occupational Well-Being in the Finnish Two-Year Pre-Primary Education Trial
This study focused on occupational well-being among early childhood education and care (ECEC) teachers ( n = 409) participating in Finland’s two-year pre-primary education trial (2021–2024). We examined what kinds of occupational well-being profiles could be identified among the ECEC teachers and which teacher-related and contextual factors explained them. Based on latent profile analysis, three profiles were identified: thriving ( n = 250), with…
Encouraging children's voices in early childhood education and care
Research is needed on how to encourage children's voices in early childhood education and care (ECEC). Photography is a child-friendly method to support children expressing their views regarding their lives in ECEC. However, little is known about the types of dialogic interactions photo elicitation can produce when children engage in small group discussion about the photos they have taken. We investigated what types of dialogic interaction, based…
Psychology (14 works) · Pedagogy (13 works) · Mathematics education (11 works) · Early Childhood Education and Development (9 works) · Teacher Education and Leadership Studies (8 works) · Developmental psychology (6 works) · Dialogic (6 works) · Parental Involvement in Education (6 works) · Computer Science (5 works) · Social Psychology (5 works)