Erkko Sointu
Biographic Data
| ID | 8988369 |
|---|---|
| NAME | Erkko Sointu |
| GIVEN NAMES | Erkko |
| FAMILY NAME | Sointu |
| SIGNATURE | SOINTU E |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0003-4001-7264 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Key elements in successful educational development projects – core processes and experienced support
Blended learning and flipped classrooms are becoming more common in higher education institutions, but changes in pedagogy may require wider changes within an organisation. The aim of this study is to explore the elements of support and resources during teachers’ participation in an educational development project; the factors affecting development work and the elements needed for more successful development work. Interviews were conducted with t…
Exploring student teacher professional agency across two universities in Brazil and Finland
Background Enhancing student teachers’ professional agency (STPA) and engaging them in negotiating professional identity (NPI) according to their education settings’ resources and constraints is crucial, especially as policy transfers across the Global North and South play an increasing role in teacher education.Objective This study examined student teachers’ self-perceptions of professional agency and identity negotiation in two teacher educatio…
The development of sources of self‐efficacy in self‐regulation during one primary school year: The role of gender, special educational needs, and individual strengths
The study investigated the development of sources of self‐efficacy in self‐regulation in 9–12 year old ( N = 317, primary school) students during one school year. We used latent growth curve modeling to determine (1) how the different sources of self‐efficacy for self‐regulation (i.e., mastery experience, vicarious experience, social persuasion, physiological and emotional arousal) change over one school year, and (2) how students' gender, specia…
Higher education and the flipped classroom approach: Efficacy for students with a history of learning disabilities
Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom. While substantial research exists about its ben…
Preliminary evidence of key factors in successful flipping: Predicting positive student experiences in flipped classrooms
Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, wh…
Teachers’ Learning Profiles in Learning Programming: The Big Picture
Currently there is a need for studying learning strategies within Massive Open Online Courses | (MOOCs), especially in the context of in-service teachers. This study aims to bridge this gap and try to understand how in-service teachers approach and regulate their learning in MOOCs. In particular, it examines the strategies used by the in-service teachers as they study a course on how to teach programming. The study implemented a combination of un…
The nature and building blocks of educational technology research
Supporting teaching and learning with different technologies has a long and broad history. The theories of learning have changed in recent decades, and new technologies have been invented that provide possibilities for supporting learning processes based on different learning theories. Recently, this field has been studied using bibliometric methods with large datasets to gain an overview of this research area. This paper continues this approach …
How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective
Research-based discussions about 21st-century skills are currently needed; 21st-century skills refer to skills that today's students are expected to possess for successful future careers. The ways students perceive these skills or what kind of dispositions they have in this regard are significant. This paper provides an overview of the development of pre-service teachers' perceived 21st-century skills and dispositions. The quantitative data was c…
Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design ICT‐rich learning environments, their competencies to use ICT in their teaching practice and the strat…
TPACK updated to measure pre-service teachers’ twenty-first century skills
Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development o…
No prominent works on this page.
TPACK updated to measure pre-service teachers’ twenty-first century skills
Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development o…
Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be grouped on the basis of their attitudes toward ICT (in education), their ICT self‐efficacy to design ICT‐rich learning environments, their competencies to use ICT in their teaching practice and the strat…
How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal perspective
Research-based discussions about 21st-century skills are currently needed; 21st-century skills refer to skills that today's students are expected to possess for successful future careers. The ways students perceive these skills or what kind of dispositions they have in this regard are significant. This paper provides an overview of the development of pre-service teachers' perceived 21st-century skills and dispositions. The quantitative data was c…
Teachers’ Learning Profiles in Learning Programming: The Big Picture
Currently there is a need for studying learning strategies within Massive Open Online Courses | (MOOCs), especially in the context of in-service teachers. This study aims to bridge this gap and try to understand how in-service teachers approach and regulate their learning in MOOCs. In particular, it examines the strategies used by the in-service teachers as they study a course on how to teach programming. The study implemented a combination of un…
The nature and building blocks of educational technology research
Supporting teaching and learning with different technologies has a long and broad history. The theories of learning have changed in recent decades, and new technologies have been invented that provide possibilities for supporting learning processes based on different learning theories. Recently, this field has been studied using bibliometric methods with large datasets to gain an overview of this research area. This paper continues this approach …
Preliminary evidence of key factors in successful flipping: Predicting positive student experiences in flipped classrooms
Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students’ experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, wh…
The development of sources of self‐efficacy in self‐regulation during one primary school year: The role of gender, special educational needs, and individual strengths
The study investigated the development of sources of self‐efficacy in self‐regulation in 9–12 year old ( N = 317, primary school) students during one school year. We used latent growth curve modeling to determine (1) how the different sources of self‐efficacy for self‐regulation (i.e., mastery experience, vicarious experience, social persuasion, physiological and emotional arousal) change over one school year, and (2) how students' gender, specia…
Higher education and the flipped classroom approach: Efficacy for students with a history of learning disabilities
Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom. While substantial research exists about its ben…
Key elements in successful educational development projects – core processes and experienced support
Blended learning and flipped classrooms are becoming more common in higher education institutions, but changes in pedagogy may require wider changes within an organisation. The aim of this study is to explore the elements of support and resources during teachers’ participation in an educational development project; the factors affecting development work and the elements needed for more successful development work. Interviews were conducted with t…
Exploring student teacher professional agency across two universities in Brazil and Finland
Background Enhancing student teachers’ professional agency (STPA) and engaging them in negotiating professional identity (NPI) according to their education settings’ resources and constraints is crucial, especially as policy transfers across the Global North and South play an increasing role in teacher education.Objective This study examined student teachers’ self-perceptions of professional agency and identity negotiation in two teacher educatio…
Mathematics education (10 works) · Psychology (10 works) · Computer Science (7 works) · Pedagogy (7 works) · Online and Blended Learning (5 works) · Digital literacy in education (3 works) · Information and Communications Technology (3 works) · Innovative Teaching and Learning Methods (3 works) · Innovative Teaching Methods (3 works) · Medical education (3 works)