Jaana Juutinen
Datos Biográficos
| ID | 766835 |
|---|---|
| NOMBRE | Jaana Juutinen |
| NOMBRES | Jaana |
| APELLIDO | Juutinen |
| FIRMA | JUUTINEN J |
| AFILIACIONES | University of Oulu |
| ORCID | 0000-0003-0762-4089 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Teacher professionalism in Sámi early childhood education
This article aims to deepen understandings about the potential for Sámi onto-epistemologies to contribute to a (re)conceptualisation of teacher professionalism. Sámi early childhood teachers work at cultural interfaces, where multiple expectations, interests, demands and goals are present, and where the teacher's task is to weave them together. The article generates four dimensions of teachers’ intercultural competence connected with Sámi onto-ep…
Approaching children’s perspectives on belonging
The aim of this article is to reflect on the methodology and the ethical challenges emerging when researching children’s perspectives on belonging in early childhood education and care (ECEC). Our study was conducted with children aged three to six years in Finland, Iceland, and Sweden. We critically reflect on the research process as well as the chosen research methods: photo elicitation, walking interviews, and participatory observations. In ou…
Fostering resilience in post-pandemic Ecec practices
COVID-19 presented serious challenges for early childhood education and care (ECEC) operations in the Nordic countries. While governmental responses varied, life in ECEC was characterized by full and partial closures, suspension of social activities, social distancing, compartmentalization, and stringent disease control and prevention procedures. This scoping review provides a comprehensive overview of empirical research on the impact of COVID-19…
The production of a child in conflict in teacher education – research on available storylines
Teacher education takes part in producing childhood. This is rarely discussed in teacher education. In this study, we are interested in what kinds of positions become normalised for children and youth in the discourses in teacher education. We utilise the concepts of narrative resources and storylines, looking into the storylines in which student teachers take themselves to be in, and in the positions that are opened for pupils in these storyline…
Children’s perspectives about belonging in educational settings in five European countries
The article addresses children’s perspectives of belonging in early childhood education settings in five European countries. Children’s belonging is understood to be dynamic processes that are formed through multiple relations. Twenty children aged 4–8 with diverse backgrounds participated in the study: two boys and two girls from each country. Data were constructed through walking interviews, during which the individual children walked around th…
Retracted Article
This article refers to:RETRACTED ARTICLE: Engaging in theoretical reflection with students in teacher education Additional informationFundingThis study was supported by the Academy of Finland, projects (1) 267166 and (2) 2643070
Engaging with theoretical diffraction in teacher education
This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was ha…
Engaging with theoretical diffraction in teacher education
This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was ha…
Retracted Article
This article refers to:RETRACTED ARTICLE: Engaging in theoretical reflection with students in teacher education Additional informationFundingThis study was supported by the Academy of Finland, projects (1) 267166 and (2) 2643070
Engaging with theoretical diffraction in teacher education
This article presents a study in which we began with a question ‘how to teach theoretical reflectivity in teacher education’, and ended with a sentence ‘there is theoretical diffraction in teacher education’. The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously aimed to teach theoretical reflection and to analyse what was ha…
Children’s perspectives about belonging in educational settings in five European countries
The article addresses children’s perspectives of belonging in early childhood education settings in five European countries. Children’s belonging is understood to be dynamic processes that are formed through multiple relations. Twenty children aged 4–8 with diverse backgrounds participated in the study: two boys and two girls from each country. Data were constructed through walking interviews, during which the individual children walked around th…
The production of a child in conflict in teacher education – research on available storylines
Teacher education takes part in producing childhood. This is rarely discussed in teacher education. In this study, we are interested in what kinds of positions become normalised for children and youth in the discourses in teacher education. We utilise the concepts of narrative resources and storylines, looking into the storylines in which student teachers take themselves to be in, and in the positions that are opened for pupils in these storyline…
Approaching children’s perspectives on belonging
The aim of this article is to reflect on the methodology and the ethical challenges emerging when researching children’s perspectives on belonging in early childhood education and care (ECEC). Our study was conducted with children aged three to six years in Finland, Iceland, and Sweden. We critically reflect on the research process as well as the chosen research methods: photo elicitation, walking interviews, and participatory observations. In ou…
Fostering resilience in post-pandemic Ecec practices
COVID-19 presented serious challenges for early childhood education and care (ECEC) operations in the Nordic countries. While governmental responses varied, life in ECEC was characterized by full and partial closures, suspension of social activities, social distancing, compartmentalization, and stringent disease control and prevention procedures. This scoping review provides a comprehensive overview of empirical research on the impact of COVID-19…
Teacher professionalism in Sámi early childhood education
This article aims to deepen understandings about the potential for Sámi onto-epistemologies to contribute to a (re)conceptualisation of teacher professionalism. Sámi early childhood teachers work at cultural interfaces, where multiple expectations, interests, demands and goals are present, and where the teacher's task is to weave them together. The article generates four dimensions of teachers’ intercultural competence connected with Sámi onto-ep…
Psychology (6 obras) · Sociology (5 obras) · Pedagogy (4 obras) · Early childhood education (3 obras) · Mathematics education (3 obras) · Children's Rights and Participation (2 obras) · Computer Science (2 obras) · Developmental psychology (2 obras) · Early childhood (2 obras) · Early Childhood Education and Development (2 obras)