Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers

Ukkonen-Mikkola, Tuulikki; Varpanen, Jan

doi:10.1016/j.tate.2020.103189

Cited by 17 publications

(8 citation statements)

References 56 publications

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“…In the selected research papers, the pedagogical expertise was described and defined in multiple ways. The idea behind the teachers' as expert professionals possessing special skills and competencies [43][44][45] was followed within the analysis process. We categorized the data according to the context and focused on how the pedagogical competence was presented in them.…”

Section: The Competencies Of Teachers Based On the Literature Reviewmentioning

confidence: 99%

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

et al. 2023

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Finnish early childhood education (ECE) is defined in education policies and research as an activity with an emphasis on pedagogy as a holistic and Nordic model of education. Pedagogical competence can be viewed as a special expertise of teachers responsible for the implementation of pedagogy in ECE. However, it is unclear how a teacher’s pedagogical competence is defined, understood, and implemented in pedagogical practices and policies. Previous studies define pedagogical competence from different, often narrow, perspectives and various skills have been defined to be a part of teachers’ pedagogical expertise. In this study, we aim to take a closer look at how teachers’ pedagogical competence is defined in research literature in Finland. As our method, we use a narrative literature review of research papers published between 2010 and 2020. We were able to identify fourteen different definitions of pedagogical competencies that could be categorized into three main categories: (a) meta-competencies, (b) professional competencies, and (c) practical competencies. In summary, we argue that pedagogical competence is often narrowly understood. To implement high-quality ECE, teachers’ pedagogical competence should be considered broadly and wholly. Particularly, the shared values and reflection of ethical questions are essential for supporting children’s development and learning through holistic education.

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Section: The Competencies Of Teachers Based On the Literature Reviewmentioning

confidence: 99%

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

et al. 2023

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“…The teachers were recruited via an existing network of collaboration between the university and the municipality. For a more detailed description of the project, see [54].…”

Section: The Context Of the Study And Participantsmentioning

confidence: 99%

Teacher Agency and Futures Thinking

et al. 2022

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Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers’ future orientations is typically limited to short-term trajectories, as opposed to long-term visions of education. To address this, we draw on a futures studies perspective to give more explicit attention to teachers’ long-term visions of their work. We argue that the method of future narratives, already well-established in the field of futures studies, is a fruitful methodological framework for studying these long-term visions. In this paper, we first show that the futures studies approach is theoretically compatible with the ecological model of teacher agency. We then outline the method of future narratives to point out the possibilities it offers. Finally, we illustrate our approach with an exploratory analysis of a small set of future narratives where teachers imagine a future workday. Our analysis reveals that the narratives offer a rich view of teachers’ longer-term visions of education, including instances of reflecting on the role of education in relation to broader societal developments. Our study suggests that this novel approach can provide tools for research on teacher agency as well as practical development of teacher education, addressing long-term educational issues and policies.

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“…One of the ways to improve the competence of principals is through training. It is quite important to develop the necessary competencies to meet the demands of the organization and individual growth (Alkali & Mansor, 2017;Hassan et al, 2020;Ismail et al, 2020;Jiang et al, 2018;Le et al, 2021;Ukkonen-Mikkola & Varpanen, 2020). Training for principals would help them perform their duties, identify their roles and responsibilities, and plan, regulate, and report their activities (Brauckmann et al, 2020;Gurmu, 2020).…”

Section: Introductionmentioning

confidence: 99%

A Combination of Context Input Process Product and Kirkpatrick Evaluation Model to Determine the Effectiveness of E-Training for Principals during COVID-19 Pandemic

Dwikurnaningsih¹,

Waruwu²,

Widi³

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">COVID-19 pandemic forces training for principals to be conducted online. This study aims to evaluate the context, input, process, response, study, behavior, and outcome to determine the effectiveness and make recommendations for training. The approach used in this study was a mixed method with a concurrent embedded design and a qualitative method as the main method. The subjects of this study were the principals, committees, and instructors. Data were collected through interviews, observations, and questionnaires and analyzed using Miles and Huberman's model, descriptive analysis, and a t-test. The results show that e-training is effective in context, input, and process. Response, learning, and attitude assessments prove that knowledge, skills, and attitude have improved. Participants will be able to implement the experience gained and impact school quality improvement. This study contributes to the combination of the two evaluation models proven to produce a complete result. The study for the e-training recommends needed assessment before the training, the activity before the training to acquire the skills in using the learning management system, and the monitoring and evaluation after the training.</p>

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Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers

Cited by 17 publications

References 56 publications

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

Teachers’ Pedagogical Competence in Finnish Early Childhood Education—A Narrative Literature Review

Teacher Agency and Futures Thinking

A Combination of Context Input Process Product and Kirkpatrick Evaluation Model to Determine the Effectiveness of E-Training for Principals during COVID-19 Pandemic

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