Showing items with similar title or keywords.

• Multiple Creativities Put to Work for Creative Ecologies in Teacher Professional Learning : A Vision and Practice of Everyday Creativity 

  Szabó, Tamás Péter; Burnard, Pamela; Harris, Anne; Fenyvesi, Kristóf; Soundararaj, Gomathy; Kangasvieri, Tea (Palgrave Macmillan, 2021)

  In this chapter, we argue for a new vision for teacher professional learning based on the diverse creativities as practice which catalyzes educational change in whole-school contexts. We argue that it is possible (and ...

• Changes in achievement values from primary to lower secondary school among students with and without externalizing problems 

  Metsäpelto, Riitta-Leena; Taskinen, Päivi; Kracke, Bärbel; Silinskas, Gintautas; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik (Elsevier B.V., 2017)

  This study examined the effect of students' externalizing problems on changes in values that they attach to math across the transition from primary to lower secondary school. Data pertaining to externalizing problems and ...

• Creative teaching - extra work or extra fun? : creativity in the conceptions and customs of Finnish EFL teachers 

  Kontkanen, Anna-Reetta (2015)

  Tutkielman tarkoituksena oli tarkastella useita luovaan opettamiseen liittyviä tekijöitä opettajien näkökulmasta. Vaikka luova opettaminen on noussut yhdeksi luovuutta ja koulumaailmaa koskevan keskustelun aiheista, ei ...

• I think there’s a teacher hiding behind that text book : first year teacher trainees conceptions of creative EFL teaching 

  Pänkäläinen, Reetta (2010)

    Luova englanninopettaminen on opettamista, joka ei tukeudu yksinomaan oppikirjoihin ja muihin valmiisiin materiaaleihin. Luova englanninopettaja käyttää kieltä opettaessaan vaihtelevia opetusmenetelmiä ja -materiaaleja. ...

• Teacher perspectives on collaboration between English foreign language and special education teachers in Finnish primary schools 

  Horelli, Iida (2019)

  In this study, four English as a foreign language (EFL) and two special education (SPED) teachers’ perspectives on their collaboration and the three-step support model as a part of foreign language education were gathered ...