Peppi Taalas
Biographic Data
| ID | 7245496 |
|---|---|
| NAME | Peppi Taalas |
| GIVEN NAMES | Peppi |
| FAMILY NAME | Taalas |
| SIGNATURE | TAALAS P |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-4095-9115 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Towards a multiperspective approach to following students’ professional development in higher education
Working in a complex, global, and often unpredictable world requires diverse knowledge and skills from professionals, as well as the ability to act wisely to find sustainable solutions to challenging problems. This study presents a theoretical framework for assessing and monitoring student learning in higher education from the perspective of future work demands. The framework integrates findings from research on (1) generic skills and attributes,…
Pedagogical practices promoting the development of wisdom in university students
Dealing with complex problems requires of future professionals more than knowledge, skills and expertise; it requires wisdom. Recently, the question how to develop wisdom in university students has been raised. Most theoretical models of wisdom include cognitive, affective-social, ethical-existential and action dimensions. The aim of this study was to examine (1) whether the four-dimensional theoretical structure of the wisdom concept can be empi…
Factors Constraining Teachers’ Wellbeing and Agency in a Finnish University
The COVID-19 pandemic forced teachers to undergo a sudden shift toward technology-enhanced teaching and learning, challenging their capacities for change in many ways. This study explores those factors constraining teachers’ wellbeing and agency that influenced their capacities as teachers in a Finnish university during the first year of the pandemic. Two sets of data were collected, with an online survey in the spring (n = 297) and autumn (n = 2…
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Factors Constraining Teachers’ Wellbeing and Agency in a Finnish University
The COVID-19 pandemic forced teachers to undergo a sudden shift toward technology-enhanced teaching and learning, challenging their capacities for change in many ways. This study explores those factors constraining teachers’ wellbeing and agency that influenced their capacities as teachers in a Finnish university during the first year of the pandemic. Two sets of data were collected, with an online survey in the spring (n = 297) and autumn (n = 2…
Towards a multiperspective approach to following students’ professional development in higher education
Working in a complex, global, and often unpredictable world requires diverse knowledge and skills from professionals, as well as the ability to act wisely to find sustainable solutions to challenging problems. This study presents a theoretical framework for assessing and monitoring student learning in higher education from the perspective of future work demands. The framework integrates findings from research on (1) generic skills and attributes,…
Pedagogical practices promoting the development of wisdom in university students
Dealing with complex problems requires of future professionals more than knowledge, skills and expertise; it requires wisdom. Recently, the question how to develop wisdom in university students has been raised. Most theoretical models of wisdom include cognitive, affective-social, ethical-existential and action dimensions. The aim of this study was to examine (1) whether the four-dimensional theoretical structure of the wisdom concept can be empi…
Mathematics education (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Sociology (3 works) · Higher education (2 works) · Medical education (2 works) · Medicine (2 works) · Professional development (2 works) · 2019-20 coronavirus outbreak (1 work)