Tuulikki Ukkonen-Mikkola
Biographic Data
| ID | 6509838 |
|---|---|
| NAME | Tuulikki Ukkonen-Mikkola |
| GIVEN NAMES | Tuulikki |
| FAMILY NAME | Ukkonen-Mikkola |
| SIGNATURE | UKKONEN-MIKKOLA T |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-1826-1714 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers' visual gaze behavior toward children during teacher–child interaction in early childhood education and care
Enhancing understanding of broad-based pedagogical leadership in Finnish early childhood education through cultural artifacts
This ethnographic case study examines the artifacts of the leadership culture of one Finnish early childhood education (ECE) center and how they appear from the perspective of broad-based pedagogical leadership. Qualitative content analysis with a directed approach was guided by Pasquale Gagliardi’s and Mary Hatch’s definitions of artifacts. In addition, artifacts were analyzed through broad-based pedagogical leadership. Based on the analysis, th…
Leading early childhood education centers as professional bureaucracies – social organizational structures in Finnish early childhood education
Purpose This study examines the social organizational structure of one early childhood education (ECE) center in Finland and the relationship between this structure and the roles and the responsibilities of the members of the organization. Design/methodology/approach The research is a qualitative case study with ethnographic features. Its variables for content analysis are based on Henry Mintzberg's theory of organizational design. Findings The s…
Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review
Finnish early childhood education (ECE) is defined in education policies and research as an activity with an emphasis on pedagogy as a holistic and Nordic model of education. Pedagogical competence can be viewed as a special expertise of teachers responsible for the implementation of pedagogy in ECE. However, it is unclear how a teacher’s pedagogical competence is defined, understood, and implemented in pedagogical practices and policies. Previou…
Teacher Agency and Futures Thinking
Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers’ future orientations is typically limited to short-term trajectories, as opposed to long-ter…
Understanding Different Approaches to ECE Pedagogy through Tensions
The concept of pedagogy is the key to understanding pedagogy in early childhood education (ECE) in the Nordic countries, which are known for their high quality of life and education. However, in ECE, there are several different approaches toward pedagogy and it can be said that pedagogy is a multidimensional and dynamic concept. In this paper, the different approaches to pedagogy are defined and reconceptualized through an integrative literature …
Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers
Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers
Understanding Different Approaches to ECE Pedagogy through Tensions
The concept of pedagogy is the key to understanding pedagogy in early childhood education (ECE) in the Nordic countries, which are known for their high quality of life and education. However, in ECE, there are several different approaches toward pedagogy and it can be said that pedagogy is a multidimensional and dynamic concept. In this paper, the different approaches to pedagogy are defined and reconceptualized through an integrative literature …
Teacher Agency and Futures Thinking
Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers’ future orientations is typically limited to short-term trajectories, as opposed to long-ter…
Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review
Finnish early childhood education (ECE) is defined in education policies and research as an activity with an emphasis on pedagogy as a holistic and Nordic model of education. Pedagogical competence can be viewed as a special expertise of teachers responsible for the implementation of pedagogy in ECE. However, it is unclear how a teacher’s pedagogical competence is defined, understood, and implemented in pedagogical practices and policies. Previou…
Leading early childhood education centers as professional bureaucracies – social organizational structures in Finnish early childhood education
Purpose This study examines the social organizational structure of one early childhood education (ECE) center in Finland and the relationship between this structure and the roles and the responsibilities of the members of the organization. Design/methodology/approach The research is a qualitative case study with ethnographic features. Its variables for content analysis are based on Henry Mintzberg's theory of organizational design. Findings The s…
Teachers' visual gaze behavior toward children during teacher–child interaction in early childhood education and care
Enhancing understanding of broad-based pedagogical leadership in Finnish early childhood education through cultural artifacts
This ethnographic case study examines the artifacts of the leadership culture of one Finnish early childhood education (ECE) center and how they appear from the perspective of broad-based pedagogical leadership. Qualitative content analysis with a directed approach was guided by Pasquale Gagliardi’s and Mary Hatch’s definitions of artifacts. In addition, artifacts were analyzed through broad-based pedagogical leadership. Based on the analysis, th…
Pedagogy (6 works) · Teacher Education and Leadership Studies (6 works) · Early Childhood Education and Development (5 works) · Psychology (5 works) · Sociology (5 works) · Early childhood education (4 works) · Mathematics education (4 works) · Teacher education (3 works) · Computer Science (2 works) · Innovative Education and Learning Practices (2 works)