Auli Lehtinen
Biographic Data
| ID | 6511119 |
|---|---|
| NAME | Auli Lehtinen |
| GIVEN NAMES | Auli |
| FAMILY NAME | Lehtinen |
| SIGNATURE | LEHTINEN A |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-4027-8723 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Generative AI for Collaborative Learning
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…
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…
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…
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…
Generative AI for Collaborative Learning
Pedagogy (3 works) · Psychology (3 works) · Computer Science (2 works) · Developmental psychology (2 works) · Innovative Education and Learning Practices (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Socioemotional selectivity theory (2 works) · Sociology (2 works) · Teacher Education and Leadership Studies (2 works)