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dc.contributor.authorRäihä, Pekka
dc.contributor.authorMoilanen, Pentti
dc.contributor.authorDobozy, Eva
dc.contributor.authorSaukkonen, Sakari
dc.date.accessioned2018-08-15T09:34:46Z
dc.date.available2018-08-15T09:34:46Z
dc.date.issued2018
dc.identifier.citationRäihä, P., Moilanen, P., Dobozy, E., & Saukkonen, S. (2018). Speechlessness, anxiety, and confusion in a teacher education student group. <i>Teaching Education</i>, <i>29</i>(3), 221-233. <a href="https://doi.org/10.1080/10476210.2017.1378636" target="_blank">https://doi.org/10.1080/10476210.2017.1378636</a>
dc.identifier.otherCONVID_27247557
dc.identifier.otherTUTKAID_75135
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59227
dc.description.abstractThe aim of the study was to explore the tensions, as experienced by student teachers, in a teacher education program that is based on psychodynamic theory. Previous research shows that students have had orientation problems in innovative university studies because it involves students having to take steps toward their discomfort zone. It was therefore considered important to study the mismatch or match of the training model and student experiences. The data were gathered through student interviews. The data analysis utilized a case study methodology and proceeded from thematic network analysis toward a deeper interpretation of the data. The analysis shows students struggle to understand the meaning and practices of psychodynamic-oriented pedagogy. The analysis also shows that students were unable and unwilling to share their learning experiences with students outside the new program. This can be understood as a tension between different conceptual understandings of learning.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesTeaching Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherteacher education
dc.subject.otherhigher education
dc.subject.otherpsychodynamic theory
dc.titleSpeechlessness, anxiety, and confusion in a teacher education student group
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201808083788
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-08-08T09:15:04Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange221-233
dc.relation.issn1047-6210
dc.relation.numberinseries3
dc.relation.volume29
dc.type.versionpublishedVersion
dc.rights.copyright© 2017 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopettajankoulutus
dc.subject.ysokorkea-asteen koulutus
dc.subject.ysopsykodynamiikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p3390
jyx.subject.urihttp://www.yso.fi/onto/yso/p13202
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/10476210.2017.1378636
dc.type.okmA1


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