Katriina Maaranen
Biographic Data
| ID | 6507788 |
|---|---|
| NAME | Katriina Maaranen |
| GIVEN NAMES | Katriina |
| FAMILY NAME | Maaranen |
| SIGNATURE | MAARANEN K |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0003-3771-9759 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
‘It’s kind of my backup plan for a rainy day’ – tensions causing pre-service teachers not to enter teaching
Finnish teacher education is highly competitive, and teachers still hold a high status in society. However, some signs indicate that this situation could be changing. This study investigated pre-service teachers (PSTs) who expressed that they would not enter the teaching profession after graduation. We focused on the tensions that had caused these PSTs’ doubts. Nine PSTs participated in focus group interviews that were transcribed and analysed us…
The multiple societal roles of teachers in England
Different educational systems, especially in highly accountable and so-called soft accountability systems place varying expectations on teachers. This study examines how different approaches to school accountability shape perceived roles and responsibilities by teachers. The study was conducted using the discursive dislocation method whereby four English and four Finnish teachers observed each other’s work in authentic situations. Data included o…
How do Chinese volunteer and non-volunteer student teachers differ in their life purpose
Our era calls for purposeful teachers to reimagine a sustainable and just society. This study investigated the influence of volunteer teaching, a form of service learning, on teachers’ purpose development in the context of teacher education in China. The life purpose of volunteer student teachers was examined and compared with that of their non-volunteer peers using the Meaning in Life Questionnaire (N = 601) and two open-ended questions (N = 524…
Why volunteer to teach? The motivation of volunteer student teachers to enter the teaching profession
Service learning, as a practice that links community service with learning activities, is gaining popularity in teacher education as an experiential educational approach. However, a deeper understanding of teachers’ motivation in service learning is required to improve teacher retention and commitment. Utilising the Factors Influencing Teaching Choice (FIT-Choice) framework, this empirical study attempts to understand the reasons why student teac…
Pre-service teachers' commitment to teaching
This study focuses on Finnish and Austrian pre-service teachers' (PST) commitment and swirling paths toward a teaching career. The longitudinal research material consists of annual interviews with 25 pre-service teachers, in which three types of orientations toward teaching were identified: 1) fully committed, 2) conflicting commitment, and 3) career change. We present these orientations through three cases from both countries, which are further …
Experienced autonomy in the curriculum and Didaktik traditions
This study investigates Finnish and Californian (US) elementary and secondary school teachers. The main objective of the study is to explore the experienced autonomy in different educational policy regimes. The ideologies and traditions that these two countries represent can be called Didaktik tradition and curriculum tradition. The research question is: How do the teachers’ perceptions of curriculum traditions in the two country contexts differ …
University faculty leaders’ views of teacher educators’ professional development
In this paper, we explore the views of Finnish university faculty leaders, such as deans and directors, concerning teacher educators' professional development. Although teachers' professional development has been investigated for decades, teacher educators' professional development has until recently been under-researched. Faculty leaders could be viewed as pedagogical leaders of their teaching staff. We set out to investigate what the leaders' u…
Promoting practical wisdom in teacher education
Teaching is a highly complex profession, one in which teachers have to make continuous pedagogical decisions. In this study, we argue that practical wisdom is needed in order to act thoughtfully and effectively. The prerequisite for using practical wisdom is teachers' awareness of the pedagogical beliefs behind the decision-making. In this study, this has been described as personal practical theories: PPTs. In other words, practical wisdom is pos…
Finnish teacher educators’ preferences for their professional development – quantitative exploration
Education makes a difference and teacher educators are an important part of that circle. However, there is very little research done in Finland on teacher educators' professional development. The main purpose of this study was to develop and test the psychometric properties of three scales that measure the components of teacher educators' professional development, namely (a) developmental needs, (b) preferred ways of fulfiling those needs and (c)…
A novice teachers teacher identity construction during the first year of teaching
Making beliefs explicit – student teachers’ identity development through personal practical theories
This research focuses on the identity development of ten student teachers during a one-year Teacher’s Pedagogical Studies program in Finland. The students wrote narratives that represented their beliefs of ‘good’ teaching, and in this study, these beliefs are called as personal practical theories (PPTs). After two teaching practicum experiences, the students were interviewed about the realisation of their PPTs. The most significant change, based …
The differences between beginning and advanced student teachers’ teacher identities based on their practical theories
Teacher education (TE) plays a pivotal role in fostering student teachers’ teacher identity development, and furthermore, their readiness and motivation for continuous professional development. In this article, we explore the differences in student teachers’ teacher identity during TE. For this purpose, we investigated personal practical theories) of beginning and advanced primary school student teachers. Personal practical theories (PPTs) are de…
The multimode programme as a variation of research-based teacher education
The differences between beginning and advanced student teachers’ teacher identities based on their practical theories
Teacher education (TE) plays a pivotal role in fostering student teachers’ teacher identity development, and furthermore, their readiness and motivation for continuous professional development. In this article, we explore the differences in student teachers’ teacher identity during TE. For this purpose, we investigated personal practical theories) of beginning and advanced primary school student teachers. Personal practical theories (PPTs) are de…
The multimode programme as a variation of research-based teacher education
Making beliefs explicit – student teachers’ identity development through personal practical theories
This research focuses on the identity development of ten student teachers during a one-year Teacher’s Pedagogical Studies program in Finland. The students wrote narratives that represented their beliefs of ‘good’ teaching, and in this study, these beliefs are called as personal practical theories (PPTs). After two teaching practicum experiences, the students were interviewed about the realisation of their PPTs. The most significant change, based …
The differences between beginning and advanced student teachers’ teacher identities based on their practical theories
Teacher education (TE) plays a pivotal role in fostering student teachers’ teacher identity development, and furthermore, their readiness and motivation for continuous professional development. In this article, we explore the differences in student teachers’ teacher identity during TE. For this purpose, we investigated personal practical theories) of beginning and advanced primary school student teachers. Personal practical theories (PPTs) are de…
Finnish teacher educators’ preferences for their professional development – quantitative exploration
Education makes a difference and teacher educators are an important part of that circle. However, there is very little research done in Finland on teacher educators' professional development. The main purpose of this study was to develop and test the psychometric properties of three scales that measure the components of teacher educators' professional development, namely (a) developmental needs, (b) preferred ways of fulfiling those needs and (c)…
A novice teachers teacher identity construction during the first year of teaching
Promoting practical wisdom in teacher education
Teaching is a highly complex profession, one in which teachers have to make continuous pedagogical decisions. In this study, we argue that practical wisdom is needed in order to act thoughtfully and effectively. The prerequisite for using practical wisdom is teachers' awareness of the pedagogical beliefs behind the decision-making. In this study, this has been described as personal practical theories: PPTs. In other words, practical wisdom is pos…
University faculty leaders’ views of teacher educators’ professional development
In this paper, we explore the views of Finnish university faculty leaders, such as deans and directors, concerning teacher educators' professional development. Although teachers' professional development has been investigated for decades, teacher educators' professional development has until recently been under-researched. Faculty leaders could be viewed as pedagogical leaders of their teaching staff. We set out to investigate what the leaders' u…
Experienced autonomy in the curriculum and Didaktik traditions
This study investigates Finnish and Californian (US) elementary and secondary school teachers. The main objective of the study is to explore the experienced autonomy in different educational policy regimes. The ideologies and traditions that these two countries represent can be called Didaktik tradition and curriculum tradition. The research question is: How do the teachers’ perceptions of curriculum traditions in the two country contexts differ …
The multiple societal roles of teachers in England
Different educational systems, especially in highly accountable and so-called soft accountability systems place varying expectations on teachers. This study examines how different approaches to school accountability shape perceived roles and responsibilities by teachers. The study was conducted using the discursive dislocation method whereby four English and four Finnish teachers observed each other’s work in authentic situations. Data included o…
How do Chinese volunteer and non-volunteer student teachers differ in their life purpose
Our era calls for purposeful teachers to reimagine a sustainable and just society. This study investigated the influence of volunteer teaching, a form of service learning, on teachers’ purpose development in the context of teacher education in China. The life purpose of volunteer student teachers was examined and compared with that of their non-volunteer peers using the Meaning in Life Questionnaire (N = 601) and two open-ended questions (N = 524…
Why volunteer to teach? The motivation of volunteer student teachers to enter the teaching profession
Service learning, as a practice that links community service with learning activities, is gaining popularity in teacher education as an experiential educational approach. However, a deeper understanding of teachers’ motivation in service learning is required to improve teacher retention and commitment. Utilising the Factors Influencing Teaching Choice (FIT-Choice) framework, this empirical study attempts to understand the reasons why student teac…
Pre-service teachers' commitment to teaching
This study focuses on Finnish and Austrian pre-service teachers' (PST) commitment and swirling paths toward a teaching career. The longitudinal research material consists of annual interviews with 25 pre-service teachers, in which three types of orientations toward teaching were identified: 1) fully committed, 2) conflicting commitment, and 3) career change. We present these orientations through three cases from both countries, which are further …
‘It’s kind of my backup plan for a rainy day’ – tensions causing pre-service teachers not to enter teaching
Finnish teacher education is highly competitive, and teachers still hold a high status in society. However, some signs indicate that this situation could be changing. This study investigated pre-service teachers (PSTs) who expressed that they would not enter the teaching profession after graduation. We focused on the tensions that had caused these PSTs’ doubts. Nine PSTs participated in focus group interviews that were transcribed and analysed us…
Pedagogy (9 works) · Psychology (9 works) · Teacher education (8 works) · Teacher Education and Leadership Studies (7 works) · Mathematics education (6 works) · Sociology (5 works) · Education Practices and Challenges (4 works) · Teacher Professional Development and Motivation (4 works) · Educator Training and Historical Pedagogy (3 works) · Medical education (3 works)