Katariina Stenberg
Biographic Data
| ID | 6507789 |
|---|---|
| NAME | Katariina Stenberg |
| GIVEN NAMES | Katariina |
| FAMILY NAME | Stenberg |
| SIGNATURE | STENBERG K |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0003-4538-539X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| 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…
Policy and practice recommendations for supervised teaching practicum
Teaching practicum research in Finland
This scoping review provides a comprehensive overview of the empirical research on teaching practicums in Finland. It aims to address challenges in synthesising research noted in previous international reviews by focusing on a specific educational context. A comprehensive search strategy, including database searches, manual searches and citation hand-searches, identified 74 relevant studies. The aims and outcomes of the reviewed studies clustered…
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 …
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 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…
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…
Teaching practicum research in Finland
This scoping review provides a comprehensive overview of the empirical research on teaching practicums in Finland. It aims to address challenges in synthesising research noted in previous international reviews by focusing on a specific educational context. A comprehensive search strategy, including database searches, manual searches and citation hand-searches, identified 74 relevant studies. The aims and outcomes of the reviewed studies clustered…
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…
Policy and practice recommendations for supervised teaching practicum
Pedagogy (7 works) · Psychology (7 works) · Mathematics education (6 works) · Teacher education (6 works) · Teacher Education and Leadership Studies (6 works) · Sociology (4 works) · Education Practices and Challenges (3 works) · Medical education (3 works) · Medicine (3 works) · Practicum (3 works)