Minna Körkkö
Biographic Data
| ID | 6510177 |
|---|---|
| NAME | Minna Körkkö |
| GIVEN NAMES | Minna |
| FAMILY NAME | Körkkö |
| SIGNATURE | KÖRKKÖ M |
| AFFILIATIONS | University of Oulu |
| ORCID | 0000-0002-4248-1434 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Authentic assessment as a support for student teachers’ reflection
Assessment and feedback guide learning. In light of this, the assessment practices of teacher education have received little research. This qualitative study examines student teachers’ discussions in a study unit built on authentic assessment practices: self- and peer assessment of videotapes from authentic performance with research-based rubrics. The aim is to investigate whether authentic assessment supports student teachers’ reflection and, if…
Expectations, disillusionment and wishes
Teacher turnover and shortages remain pressing global concerns, influenced in part by the characteristics of teacher education and teachers’ satisfaction with its quality. While discussions about pre-service teachers’ perspectives on teacher education are scattered across a multitude of studies in teacher education research, relatively little has explicitly focused on how pre-service teachers make sense of the preparatory role of teacher educatio…
Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education
The sense of inadequacy and uncertainty arising from teacher work
This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncert…
‘A teacher’s work is many things, but one thing it is not is easy’
To prepare for their future profession, pre-service teachers need to develop an understanding of the realities of teachers’ work during initial teacher education. In this study, we examined narratives written by 22 pre-service subject teachers to identify their conceptions of teachers’ work today. The narratives highlighted key conceptions, including the multifaceted nature of teachers’ work requiring a multiskilled professional, the responsibili…
Finnish pre-service teachers’ knowledge about the Indigenous Sámi people
Teacher education worldwide struggles to prepare pre-service teachers for increasingly diverse teaching contexts, and for such preparation, it is imperative to understand their prior knowledge and attitudes. This study surveyed pre-service teacher students in their first study year in a Northern Finnish teacher education program to determine the knowledge they had about the indigenous Sámi people and their evaluation of their own competency in th…
Teachers’ experiences of being unsettled within their relationships with parents
In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with pare…
Developing teacher in-service education through a professional development plan
This study investigated the process of implementing professional development plans (PDPs) as a tool for teachers’ continuing professional learning in Finnish Lapland. The PDP model was developed through two cycles following a design-based research (DBR) approach. The data were collected by interviewing teachers and principals, and then analysed thematically. The results showed that factors affecting the PDP process related mainly to structural an…
Professional development through reflection in teacher education
Professional development through reflection in teacher education
Developing teacher in-service education through a professional development plan
This study investigated the process of implementing professional development plans (PDPs) as a tool for teachers’ continuing professional learning in Finnish Lapland. The PDP model was developed through two cycles following a design-based research (DBR) approach. The data were collected by interviewing teachers and principals, and then analysed thematically. The results showed that factors affecting the PDP process related mainly to structural an…
The sense of inadequacy and uncertainty arising from teacher work
This study is based on the notion that teacher work has changed rapidly in recent decades. Teachers all over the world face students with diverse needs, and increased duties beyond actual teaching. Thus, teacher work has become more complex and demanding, with in-service teachers experiencing stress stemming from their work in general and different relationships, in particular. Simultaneously, pre-service teachers experience inadequacy and uncert…
‘A teacher’s work is many things, but one thing it is not is easy’
To prepare for their future profession, pre-service teachers need to develop an understanding of the realities of teachers’ work during initial teacher education. In this study, we examined narratives written by 22 pre-service subject teachers to identify their conceptions of teachers’ work today. The narratives highlighted key conceptions, including the multifaceted nature of teachers’ work requiring a multiskilled professional, the responsibili…
Finnish pre-service teachers’ knowledge about the Indigenous Sámi people
Teacher education worldwide struggles to prepare pre-service teachers for increasingly diverse teaching contexts, and for such preparation, it is imperative to understand their prior knowledge and attitudes. This study surveyed pre-service teacher students in their first study year in a Northern Finnish teacher education program to determine the knowledge they had about the indigenous Sámi people and their evaluation of their own competency in th…
Teachers’ experiences of being unsettled within their relationships with parents
In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with pare…
Authentic assessment as a support for student teachers’ reflection
Assessment and feedback guide learning. In light of this, the assessment practices of teacher education have received little research. This qualitative study examines student teachers’ discussions in a study unit built on authentic assessment practices: self- and peer assessment of videotapes from authentic performance with research-based rubrics. The aim is to investigate whether authentic assessment supports student teachers’ reflection and, if…
Expectations, disillusionment and wishes
Teacher turnover and shortages remain pressing global concerns, influenced in part by the characteristics of teacher education and teachers’ satisfaction with its quality. While discussions about pre-service teachers’ perspectives on teacher education are scattered across a multitude of studies in teacher education research, relatively little has explicitly focused on how pre-service teachers make sense of the preparatory role of teacher educatio…
Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education
Pedagogy (7 works) · Sociology (7 works) · Teacher Education and Leadership Studies (7 works) · Mathematics education (6 works) · Psychology (6 works) · Teacher education (6 works) · Computer Science (3 works) · Engineering (3 works) · Professional development (3 works) · Collaborative Teaching and Inclusion (2 works)