Emma Kostiainen
Biographic Data
| ID | 6508523 |
|---|---|
| NAME | Emma Kostiainen |
| GIVEN NAMES | Emma |
| FAMILY NAME | Kostiainen |
| SIGNATURE | KOSTIAINEN E |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0003-1997-457X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Bookshelves of our lives
This article explores pre-service teachers' (PST) life stories in the context of identities and professional development. Reflecting on meaningful life experiences can support teachers' identity work and holistic professional development, but research on PSTs' life stories is limited. This study aimed to explore the “what and how” in the life stories. Conducted in a master's-level teacher education course at a Finnish university, narrative data f…
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality
Pre-service teachers often hold idealistic or static views of socioemotional competence. More research is needed on their situated reflections and imagined futures. This study focuses on pre-service secondary teachers' situated and imagined views of the socioemotional and dialogical dimensions of becoming and being a teacher. The study took place within multidisciplinary collaboration, online teaching, and the COVID pandemic . Fourteen pre-servic…
Meaningful learning over the course of teacher education
In teacher education (TE), meaningful learning (ML) allows pre-service teachers (PSTs) to understand both the content and how they construct their own learning. However, limited research explores these students' experiences of meaningful learning over the course of TE. This study examines 223 PSTs' reflections on meaningful learning during a 5-year master's program in Finland. Situational analysis, including situational, social world/arenas, and …
Pre-service teachers co-constructing narratives about the future of education
This study examined the kinds of narratives that nine pre-service teachers shared in online collaborative learning discussions about the future of education in relation to global megatrends, namely digitalisation and ecological sustainability. We also analysed how they positioned themselves in the future of education. We used data-driven qualitative analysis and narrative analysis, and we report our findings partly as non-fiction comic strips. We…
Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning
Building on social constructivist theory, this case study analyzed how pre-service secondary teachers co-constructed knowledge and expressed socioemotional interaction in online breakout rooms during a collaborative task. Video data was analyzed by content and interaction analysis. There was more higher-level knowledge construction than in most studies from asynchronous settings. Active listening and humor were thoroughly present. Talk about pers…
Meaningful learning in teacher education
Meaningful learning in teacher education
Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning
Building on social constructivist theory, this case study analyzed how pre-service secondary teachers co-constructed knowledge and expressed socioemotional interaction in online breakout rooms during a collaborative task. Video data was analyzed by content and interaction analysis. There was more higher-level knowledge construction than in most studies from asynchronous settings. Active listening and humor were thoroughly present. Talk about pers…
Meaningful learning in teacher education
Co-construction of knowledge and socioemotional interaction in pre-service teachers’ video-based online collaborative learning
Building on social constructivist theory, this case study analyzed how pre-service secondary teachers co-constructed knowledge and expressed socioemotional interaction in online breakout rooms during a collaborative task. Video data was analyzed by content and interaction analysis. There was more higher-level knowledge construction than in most studies from asynchronous settings. Active listening and humor were thoroughly present. Talk about pers…
Pre-service teachers co-constructing narratives about the future of education
This study examined the kinds of narratives that nine pre-service teachers shared in online collaborative learning discussions about the future of education in relation to global megatrends, namely digitalisation and ecological sustainability. We also analysed how they positioned themselves in the future of education. We used data-driven qualitative analysis and narrative analysis, and we report our findings partly as non-fiction comic strips. We…
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality
Pre-service teachers often hold idealistic or static views of socioemotional competence. More research is needed on their situated reflections and imagined futures. This study focuses on pre-service secondary teachers' situated and imagined views of the socioemotional and dialogical dimensions of becoming and being a teacher. The study took place within multidisciplinary collaboration, online teaching, and the COVID pandemic . Fourteen pre-servic…
Meaningful learning over the course of teacher education
In teacher education (TE), meaningful learning (ML) allows pre-service teachers (PSTs) to understand both the content and how they construct their own learning. However, limited research explores these students' experiences of meaningful learning over the course of TE. This study examines 223 PSTs' reflections on meaningful learning during a 5-year master's program in Finland. Situational analysis, including situational, social world/arenas, and …
Bookshelves of our lives
This article explores pre-service teachers' (PST) life stories in the context of identities and professional development. Reflecting on meaningful life experiences can support teachers' identity work and holistic professional development, but research on PSTs' life stories is limited. This study aimed to explore the “what and how” in the life stories. Conducted in a master's-level teacher education course at a Finnish university, narrative data f…
Teacher Education and Leadership Studies (5 works) · Pedagogy (4 works) · Psychology (4 works) · Computer Science (3 works) · Mathematics education (3 works) · Meaningful learning (3 works) · Developmental psychology (2 works) · Education and Critical Thinking Development (2 works) · Innovative Education and Learning Practices (2 works) · Socioemotional selectivity theory (2 works)