Seeking New Perspectives on the Development of Teacher Education
A Study of the Finnish Context
Bibliographic Data
| ID | 4309318 |
|---|---|
| Authors | Päivi Hökkä (0000-0002-2167-6582, University of Jyväskylä), Anneli Eteläpelto (0000-0001-5336-7410, University of Jyväskylä) |
| Year | 2014 |
| Volume | 65 |
| Issue | 1 |
| Pages | 39-52 |
| Publication date | 2014-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487113504220 |
| OpenAlex | W2059562858 |
| Language | EN |
| Citations received | 47 |
| References cited | 87 |
Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a) obstacles in renegotiating professional identity, (b) internal competition between subject-matter groups within the department, and (c) discrepancies between individual agency and organizational development. Based on the findings, this study argues that teacher educators' individual and collective agency must be supported to enhance their continuous professional learning and organizational change. This goal can be achieved by developing teacher education concurrently at multiple levels, including the individual, work community, and organizational levels. In addition, there is a need to construct multiple couplings between these levels
Agency (philosophy) · Construct (python library) · Context (archaeology) · Identity (music) · Mathematics education · Pedagogy · Political science · Professional development · Public relations · Social science · Sociology · Teacher education · Work (physics) · Collaborative Teaching and Inclusion · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Vol 10 No 2 (2020)
University Teacher Educators’ Professional Agency
Internal and external forces
Developing a teacher identity in the university context
What contributes to first-year student teachers’ sense of professional agency in the classroom?
How do novice teachers in Finland perceive their professional agency?
Stress, coping strategies and academic achievement in teacher education students
Teacher E-professionalism
Co/Sense-making and Conflict
Creating Space for Boundary-Crossing Conversations in Science Teacher Education
Reflections on Disrupted Identities and the Possible Agency of Teacher Educators
Teacher Educators as Sustainability Change Agents
Uncovering Digital Competence in Language Instruction
Professional identity of in-service teacher trainees
Teacher education as a laboratory for developing teaching approaches—a collaboration between teacher educators, student teachers, and local schools
Standing and attractiveness of vocational education and training in Finland
Tensions between the political, institutional, and project levels when developing professional digital competence in teacher education. A cultural historical activity theory analysis of inhibiting and facilitating factors
Characteristics of social support experienced by differently engaged student teachers
Chilean and Finnish university-based teacher educators’ agentic approaches to academic career path development
Factors associated with teachers' competence to develop students’ information literacy
Fit between applicants’ prior knowledge and university selection criteria
A Metric to Assess Brokerage Positions within Social Networking Sites
The Brazilian School Feeding Program
Integrative teaching and learning
Understanding the characteristics of professional development programs for teachers’ health and wellbeing
Exploring the collective agency of postgraduate students in an academic study group
Building a Common Project by Promoting Pedagogical Coordination and Educational Leadership for School Improvement
The teacher educator’s perceptions of professional agency – a paradox of enabling and hindering digital professional development in higher education”
Designing communicative spaces – innovative perspectives on teacher education
The challenges of policy borrowing
Universal design for learning in physical education
School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile
Developing teachers' intercultural sensitivity
Professional agency in a university context
Teacher educators' collective professional agency and identity – Transforming marginality to strength
Research on mentor education for mentors of newly qualified teachers
It's important, but I'm not going to keep doing it!”
How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
The role of research experiences in developing pre-service teachers’ epistemic beliefs
Professional agency in the stream of change
Making sense of research-based learning in teacher education
Evolutionary Review of Teacher Agency Research Over the Past 22 Years (2003–2024)
Attitudes and values of teachers and leaders towards entrepreneurship education
Drinking from the Firehose
Teacher professional identity
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
Completing a Qualitative Project
Workplace Learning in Context
Handbook of Research on Teacher Education
The New Meaning of Educational Change
The Fourth Way
Communities of Practice
Sociocultural Studies of Mind
Identity learning
What is agency? Conceptualizing professional agency at work
Variations in the conditions for teachers' professional learning and development
Meta-analysis of qualitative studies
The Fourth Way of Finland
Organizational Learning and Communities-of-Practice
Managing Identity
Rethinking accountability in a knowledge society
Interviews – Learning the Craft of Qualitative Research Interviewing
Relational Interdependence Between Social and Individual Agency in Work and Working Life
Acting as accountable authors
Teacher educators as researchers
Research based teacher education
Recent tensions and challenges in teacher education as manifested in curriculum discourse
The scholarship of research in teacher education in a higher education institution in transition
Professional identity creation
Active learning—a cultural change needed in teacher education and schools
Who teaches the teachers? Identity, discourse and policy in teacher education
Developing fundamental principles for teacher education programs and practices
Research and teacher education in the UK
Becoming a teacher educator
The teacher educator as a role model
Getting recognised
Reconsidering research on teachers’ professional identity
Journal of higher education
Learning through working life
Districtwide Instructional Reform
Sociocultural Theory as a Lens to Understand Organizational Learning
The assault on the professions and the restructuring of academic and professional identities
Symposium on Changing Modes of Governance in Public Sector Organizations
Disciplines of Organizational Learning
Using thematic analysis in psychology
Management as ideology
Telling Identities
Situated learning theory and the pedagogy of teacher education
A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform
Agency and learning in the lifecourse
Understanding Teacher Education in an Era of Globalization
Teacher Education and the American Future
"Re-Culturing" Teacher Education
Three Approaches to Qualitative Content Analysis
The Teacher Educator's Role in Enhancing Teacher Quality
Examining the Complexity of Assessment and Accountability in Teacher Education
Choice and Chance
Time, Self, and the Curiously Abstract Concept of Agency
What Is Agency
| Unique citing works | 47 |
|---|---|
| Citations per year | 3,92 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 44 |