Sini Kontkanen
Biographic Data
| ID | 8988370 |
|---|---|
| NAME | Sini Kontkanen |
| GIVEN NAMES | Sini |
| FAMILY NAME | Kontkanen |
| SIGNATURE | KONTKANEN S |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0002-3026-4037 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Co-constructing adaptive lesson plans with GenAI
Generative Artificial Intelligence (GenAI) technologies present new opportunities for teachers to design adaptive and student-centered instruction. However, the educational value of GenAI depends not only on technical usage but also on teachers’ ability to formulate pedagogically meaningful prompts. Prompting strategies are not isolated from teachers` prior knowledge and skills. Less is known about how pre-service teachers` AI-related knowledge i…
Examining Teacher Educators’ Roles in Developing Preservice Teachers’ Digital Competence
Teacher education institutions and educators are pivotal in fostering digital competences among teachers. This research focuses on teacher educators’ perceptions of supporting the development of preservice teachers’ digital competences using the synthesis of qualitative data (SQD) key strategies, attitudes towards using educational technology, and technological pedagogical knowledge. The study employed a mixed methods convergence model by collect…
Pre-service teachers as learners of formative assessment in teaching practice
This research focussed on the use of formative assessment in Finnish initial teacher education. Pre-service teachers' perceptions of using formative assessment to promote learning were explored. A convenience sample (N = 60) was taken from two preservice teacher cohorts in which two methods of formative assessment were used during a period of teaching practice. A total of 102 learning reports prepared by the participants were analysed using a thr…
In Enhancing Preservice Teachers’ Assessment Literacy
Assessment has a critical and time-consuming role in the teaching profession. However, teachers generally possess low levels of assessment knowledge and skills, with their understanding more about the culturally and historically established summative compared to formative assessment. Therefore, developing assessment literacy in preservice teacher education (PsTE) is important. In the present study, a special study module of assessment was designe…
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…
In Enhancing Preservice Teachers’ Assessment Literacy
Assessment has a critical and time-consuming role in the teaching profession. However, teachers generally possess low levels of assessment knowledge and skills, with their understanding more about the culturally and historically established summative compared to formative assessment. Therefore, developing assessment literacy in preservice teacher education (PsTE) is important. In the present study, a special study module of assessment was designe…
Pre-service teachers as learners of formative assessment in teaching practice
This research focussed on the use of formative assessment in Finnish initial teacher education. Pre-service teachers' perceptions of using formative assessment to promote learning were explored. A convenience sample (N = 60) was taken from two preservice teacher cohorts in which two methods of formative assessment were used during a period of teaching practice. A total of 102 learning reports prepared by the participants were analysed using a thr…
Examining Teacher Educators’ Roles in Developing Preservice Teachers’ Digital Competence
Teacher education institutions and educators are pivotal in fostering digital competences among teachers. This research focuses on teacher educators’ perceptions of supporting the development of preservice teachers’ digital competences using the synthesis of qualitative data (SQD) key strategies, attitudes towards using educational technology, and technological pedagogical knowledge. The study employed a mixed methods convergence model by collect…
Co-constructing adaptive lesson plans with GenAI
Generative Artificial Intelligence (GenAI) technologies present new opportunities for teachers to design adaptive and student-centered instruction. However, the educational value of GenAI depends not only on technical usage but also on teachers’ ability to formulate pedagogically meaningful prompts. Prompting strategies are not isolated from teachers` prior knowledge and skills. Less is known about how pre-service teachers` AI-related knowledge i…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Computer Science (2 works) · Digital literacy in education (2 works) · Formative assessment (2 works) · Innovative Teaching and Learning Methods (2 works) · Literacy (2 works) · Reflective Practices in Education (2 works) · Student Assessment and Feedback (2 works)