Johanna Heıkka
Biographic Data
| ID | 6507989 |
|---|---|
| NAME | Johanna Heıkka |
| GIVEN NAMES | Johanna |
| FAMILY NAME | Heıkka |
| SIGNATURE | HEIKKA J |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0002-0712-0801 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Planning, assessment, and development time through the lens of teacher leadership – Perceptions of Finnish early childhood education teachers
The 2018 reform in Finland revised the guidelines for early childhood education (ECE) teachers’ planning, assessment, and development (PAD) time with the purpose of supporting teachers in managing their increased leadership responsibilities and enhancing the quality of ECE. This study examined the PAD time reform through the lens of teacher leadership, investigating how Finnish ECE teachers (n = 282) perceive its impact on the implementation of t…
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education
This study explored discourses on teachers' responsibility and leadership in Finnish early childhood education. Semi-structured focus group interviews (n = 17) involved 41 early childhood education students, including pre-service teachers (n = 20), social pedagogues (n = 9), and childcarers (n = 12). Two contrasting main discourses were identified: “familiar and comfortable, equally shared responsibility” and “unfamiliar and demanding, differenti…
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education
Around the world, the professionalism of early childhood education (ECE) has been under reform. In Finland, the administrative changes of recent years have raised the need to clarify and strengthen interprofessional collaboration among ECE professionals. This study examined ECE students' discourses of interprofessional collaboration in ECE teams and ECE professionals' differentiated expertise and competence. The data were collected by conducting …
Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland
This study investigates early childhood education (ECE) teachers’ pedagogical leadership in Norwegian and Finnish centres when they create conditions for learning in teacher-initiated, child-initiated and basic activities. For this purpose, we use theories about pedagogical leadership and classroom leadership. We use shadowing methodology by way of video observation to study the ECE teachers. The results identify three categories related to pedag…
Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland
This study investigates early childhood education (ECE) teachers’ pedagogical leadership in Norwegian and Finnish centres when they create conditions for learning in teacher-initiated, child-initiated and basic activities. For this purpose, we use theories about pedagogical leadership and classroom leadership. We use shadowing methodology by way of video observation to study the ECE teachers. The results identify three categories related to pedag…
Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland
This study investigates early childhood education (ECE) teachers’ pedagogical leadership in Norwegian and Finnish centres when they create conditions for learning in teacher-initiated, child-initiated and basic activities. For this purpose, we use theories about pedagogical leadership and classroom leadership. We use shadowing methodology by way of video observation to study the ECE teachers. The results identify three categories related to pedag…
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education
Around the world, the professionalism of early childhood education (ECE) has been under reform. In Finland, the administrative changes of recent years have raised the need to clarify and strengthen interprofessional collaboration among ECE professionals. This study examined ECE students' discourses of interprofessional collaboration in ECE teams and ECE professionals' differentiated expertise and competence. The data were collected by conducting …
Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education
This study explored discourses on teachers' responsibility and leadership in Finnish early childhood education. Semi-structured focus group interviews (n = 17) involved 41 early childhood education students, including pre-service teachers (n = 20), social pedagogues (n = 9), and childcarers (n = 12). Two contrasting main discourses were identified: “familiar and comfortable, equally shared responsibility” and “unfamiliar and demanding, differenti…
Planning, assessment, and development time through the lens of teacher leadership – Perceptions of Finnish early childhood education teachers
The 2018 reform in Finland revised the guidelines for early childhood education (ECE) teachers’ planning, assessment, and development (PAD) time with the purpose of supporting teachers in managing their increased leadership responsibilities and enhancing the quality of ECE. This study examined the PAD time reform through the lens of teacher leadership, investigating how Finnish ECE teachers (n = 282) perceive its impact on the implementation of t…
Pedagogy (4 works) · Psychology (4 works) · Developmental psychology (3 works) · Early childhood (3 works) · Early childhood education (3 works) · Early Childhood Education and Development (3 works) · Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · Educational and Psychological Assessments (2 works) · Educational leadership (2 works)