Johanna Kainulainen
Dados Biográficos
| ID | 6508936 |
|---|---|
| NOME | Johanna Kainulainen |
| PRENOMES | Johanna |
| SOBRENOME | Kainulainen |
| ASSINATURA | KAINULAINEN J |
| AFILIAÇÕES | University of Jyväskylä |
| ORCID | 0000-0003-1181-5187 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 5 |
| OBRAS COMO AUTOR | 3 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
Becoming an assessment-literate teacher in teacher education
This study was part of a research-based learning unit supporting professional development in teacher education. Adopting a pedagogical design, it aimed to promote assessment literacy (AL) at multiple levels through a participatory assessment process and by combining theory and practice in schoolwork. In this study, AL was defined as awareness of assessment values and principles at both individual and collective levels, and understanding of the pu…
Professional agency and its features in supporting teachers’ learning during an in-service education programme
Research has shown that professional agency is pivotal for understanding teachers’ professional learning in different contexts. However, we lack an elaborated understanding of teachers’ professional agency in the context of in-service teacher education aimed at supporting teachers’ professional learning. To contribute to this discussion, this study investigated primary school teachers’ professional agency during in-service education and the featu…
Meaningful learning in teacher education
Meaningful learning in teacher education
Professional agency and its features in supporting teachers’ learning during an in-service education programme
Research has shown that professional agency is pivotal for understanding teachers’ professional learning in different contexts. However, we lack an elaborated understanding of teachers’ professional agency in the context of in-service teacher education aimed at supporting teachers’ professional learning. To contribute to this discussion, this study investigated primary school teachers’ professional agency during in-service education and the featu…
Becoming an assessment-literate teacher in teacher education
This study was part of a research-based learning unit supporting professional development in teacher education. Adopting a pedagogical design, it aimed to promote assessment literacy (AL) at multiple levels through a participatory assessment process and by combining theory and practice in schoolwork. In this study, AL was defined as awareness of assessment values and principles at both individual and collective levels, and understanding of the pu…
Pedagogy (2 obras) · Psychology (2 obras) · Teacher education (2 obras) · Teacher Education and Leadership Studies (2 obras) · Active learning (machine learning (1 obra) · Artificial Intelligence (1 obra) · Collaborative Teaching and Inclusion (1 obra) · Computer Science (1 obra) · Context (archaeology (1 obra) · Education and Critical Thinking Development (1 obra)