Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values

Maaranen, Katriina; Kynäslahti, Heikki; Byman, Reijo; Jyrhämä, Riitta; Sintonen, Sara

doi:10.1080/02619768.2019.1566317

Cited by 43 publications

(47 citation statements)

References 38 publications

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“…Cochran et al 2019;Tack and Vanderlinde 2014;Kelchtermans, Smith, and Vanderlinde 2017;Tack et al 2018). Our article is a continuation of our previous qualitative studies and presents a quantitative study of Finnish teacher educators (Maaranen et al 2019(Maaranen et al , 2018.…”

Section: Introductionmentioning

confidence: 85%

“…Finnish teachers are highly trained academic professionals, teacher education being research-based (cf. Maaranen et al 2019), and the link between teaching and research is emphasised. The objective is to produce teachers with a research orientation in their work who are capable of independent problem solving and have the capacity to apply the most recent research to the fields of education and the subjects taught.…”

Section: Finnish Teacher Education and Educatorsmentioning

confidence: 99%

“…The field seems to be quite novel, though it is increasingly growing. Our first studies on Finnish teacher educators (Maaranen et al 2018(Maaranen et al , 2019 showed that further research is needed, especially based on larger scale data. Thus, our study has four main questions:…”

Section: Aims Of the Studymentioning

confidence: 99%

See 2 more Smart Citations

Finnish teacher educators’ preferences for their professional development – quantitative exploration

Byman

Jyrhämä

Stenberg

et al. 2020

European Journal of Teacher Education

Self Cite

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Education makes a difference and teacher educators are an important part of that circle. However, there is very little research done in Finland on teacher educators' professional development. The main purpose of this study was to develop and test the psychometric properties of three scales that measure the components of teacher educators' professional development, namely (a) developmental needs, (b) preferred ways of fulfiling those needs and (c) hindrances to fulfiling developmental needs. The differences between different occupational groups were also discussed. The survey was distributed in May 2019 to all eight Finnish universities that offer teacher education. The final sample size was 354. Using scale development techniques, we succeeded in generating items to all three inventories. We also tested the psychometric properties and the construct validity of the inventories. Our study revealed that teacher educators are not a homogenous group. Different occupational groups have different professional development interests.

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Section: Introductionmentioning

confidence: 85%

Section: Finnish Teacher Education and Educatorsmentioning

confidence: 99%

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Finnish teacher educators’ preferences for their professional development – quantitative exploration

Byman

Jyrhämä

Stenberg

et al. 2020

European Journal of Teacher Education

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“…Similar results are reported in the literature. Maaranen et al (2019), for example, report that the main concerns of beginning teachers are more related to how to conduct the actual teaching whereas as time goes by their concerns shift to other issues such as being busy, workload, heavy demands on them, and well-being. Therefore, longitudinal studies can be conducted the see the changing concerns of pre-service teachers and experienced teachers.…”

Section: Discussionmentioning

confidence: 99%

Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey

Kırmızı¹,

Tosuncuoğlu²

2019

ELT

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The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each participant was observed four times and all the lessons were video-recorded. After each lesson, reflection sessions were conducted with the researcher, the pre-service teacher, and the mentor. These sessions were audio-recorded. As for the analysis of the data, content analysis was employed. As a result of the analysis of the data, use of L1, material use and planning, the pace and mood of the lesson, error correction, content and grading, and classroom management emerged as critical areas of reflection on the part of the participants.

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“…Desde los años iniciales de la primera década del 2000, el interés por los FP y su desarrollo profesional comenzó a aumentar en muchos países. Desde entonces, se ha incrementado la investigación sobre este grupo profesional a nivel mundial (Maaranen et al, 2019). Por su parte, MacPhail (2014), sostiene que, aunque se ha incrementado la cantidad de estudios, solo recientemente la agenda de la investigación ha enfocado su atención en los FP como un grupo profesional distinto.…”

Section: Introductionunclassified

Percepción de profesores universitarios mexicanos sobre el buen formador de profesores de Educación Física

González-Villalobos

López-Taylor

Díaz-Villanueva

et al. 2019

recie

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En la última década se ha incrementado la investigación sobre los formadores de profesores (FP) de Educación Física (EF). En México, sin embargo, esta producción es escasa y muchas preguntas relevantes siguen sin respuesta. Es necesario desarrollar una comprensión más completa de este grupo profesional, ya que es parte integral para la profesión de la EF. El presente estudio se desarrolló usando la teoría de la socialización ocupacional. El objetivo fue describir e interpretar las percepciones sobre el concepto de buen FP de EF que poseen profesores universitarios (quienes son también formadores de profesores) de universidades públicas en México. Participaron 202 FP, a quienes se les pidió específicamente responder la siguiente cuestión: describa lo que es para usted un buen profesor de Educación Superior, formador de profesores. Para el tratamiento de la información, en primera instancia se utilizó el análisis de contenido; posteriormente, se usó la estadística descriptiva, concretamente, las frecuencias y los porcentajes. Los resultados revelan que, para los FP, un buen formador se caracteriza principalmente por sus rasgos de personalidad, seguido de las competencias científicas y pedagógicas.seguido de las competencias científicas y pedagógicas.

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Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values

Cited by 43 publications

References 38 publications

Finnish teacher educators’ preferences for their professional development – quantitative exploration

Finnish teacher educators’ preferences for their professional development – quantitative exploration

Becoming Reflective Practitioners: A Case Study of Four Beginning Pre-service EFL Teachers in Turkey

Percepción de profesores universitarios mexicanos sobre el buen formador de profesores de Educación Física

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