Tellervo Härkki
Biographic Data
| ID | 6509014 |
|---|---|
| NAME | Tellervo Härkki |
| GIVEN NAMES | Tellervo |
| FAMILY NAME | Härkki |
| SIGNATURE | HÄRKKI T |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-6854-9708 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Pedagogical infrastructure to support students' self-regulation in flipped learning
Nudging dialogic pedagogical design of peer feedback towards exploratory collaboration
Dialogical peer feedback is an important element of socio-cultural pedagogy design. However, many student teachers have unbeneficial experiences with dialogical – or collaborative – peer feedback. To advance the development of theory and pedagogical support practices for dialogical, collaborative, and exploratory peer feedback, this study combined theories of dialogical peer feedback, higher-level collaborative learning, and exploratory social th…
Co-teaching in non-linear projects
Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively d…
Co-teaching in non-linear projects
Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively d…
Co-teaching in non-linear projects
Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively d…
Pedagogical infrastructure to support students' self-regulation in flipped learning
Nudging dialogic pedagogical design of peer feedback towards exploratory collaboration
Dialogical peer feedback is an important element of socio-cultural pedagogy design. However, many student teachers have unbeneficial experiences with dialogical – or collaborative – peer feedback. To advance the development of theory and pedagogical support practices for dialogical, collaborative, and exploratory peer feedback, this study combined theories of dialogical peer feedback, higher-level collaborative learning, and exploratory social th…
Innovative Teaching and Learning Methods (2 works) · Student Assessment and Feedback (2 works) · Active learning (machine learning) (1 works) · Blended Learning (1 works) · Co-teaching (1 works) · Collaborative Teaching and Inclusion (1 works) · Curriculum (1 works) · Design-based research (1 works) · Dialogic (1 works) · Disability Education and Employment (1 works)