Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.

• “Sitting at the Stern and Holding the Rudder” : Teachers’ Reflections on Action in Higher Education Based on Student Agency Analytics 

  Heilala, Ville; Jääskelä, Päivikki; Saarela, Mirka; Kuula, Anna-Stina; Eskola, Anne; Kärkkäinen, Tommi (Palgrave Macmillan, 2022)

  Digital technologies in teaching and learning in higher education have the potential to enhance student agency. Student agency is an essential resource to nurture, especially at times when students face challenges emerging ...

• Supporting student teachers’ reflection through assessment : The case of reflective podcasts 

  Ketonen, Laura; Nieminen, Juuso Henrik (Elsevier BV, 2023)

  Reflection is a key learning objective of teacher education, yet little is known about the ways in which it could be supported through assessment. In this case study (N = 14), we examine the potential of a novel assessment ...

• Development of teacher education students’ pedagogical content knowledge (PCK) through reflection and a learning-by-doing approach in craft and technology education 

  Niiranen, Sonja; Ikonen, Pasi; Rissanen, Timo; Rasinen, Aki (The Design and Technology Association, 2020)

  The approaches of learning by doing and making have always been inherent components of Finnish craft and technology education. Craft is a practical subject that involves many hands-on activities during which students ...

• Mapping the individual professional development journeys of teachers in an Indian school setup 

  Eidnani, Shweta (2019)

  Professional development of teachers has been a topic of exploration, scrutiny, and debate for the past decades. Numerous studies and researchers around the world have made valuable contributions into defining and explaining ...

• Professional vision in the classroom : Teachers’ knowledge-based reasoning explaining their visual focus of attention to students 

  Muhonen, Heli; Pakarinen, Eija; Lerkkanen, Marja-Kristiina (Elsevier, 2023)

  This study investigated Grade 2 teachers' (N = 50) professional vision through eye-tracking methodology and retrospective think-aloud interviews. The study examined the extent to which teachers' knowledge-based reasoning ...