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dc.contributor.authorHäkkinen, Päivi
dc.contributor.authorVirtanen, Tuomo
dc.contributor.authorVirtanen, Anne
dc.contributor.authorNäykki, Piia
dc.contributor.authorPöysä-Tarhonen, Johanna
dc.contributor.authorNiilo-Rämä, Mikko
dc.contributor.authorJärvelä, Sanna
dc.date.accessioned2020-01-08T12:24:00Z
dc.date.available2020-01-08T12:24:00Z
dc.date.issued2020
dc.identifier.citationHäkkinen, P., Virtanen, T., Virtanen, A., Näykki, P., Pöysä-Tarhonen, J., Niilo-Rämä, M., & Järvelä, S. (2020). Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions. <i>Journal of Education for Teaching</i>, <i>46</i>(1), 71-86. <a href="https://doi.org/10.1080/02607476.2019.1708628" target="_blank">https://doi.org/10.1080/02607476.2019.1708628</a>
dc.identifier.otherCONVID_33916072
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67173
dc.description.abstractTo support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Finnish first-year pre-service teachers’ (N = 872) in terms of perceptions of their strategic learning skills and collaboration dispositions and what background variables explain membership of the profiles found. Latent profile analysis showed five student profiles corresponding to perceived strategic learning skills and collaboration dispositions. The most robust factor explaining the membership of the profiles was life satisfaction. Pre-service teachers in a profile group of high strategic learning skills and high collaboration dispositions showed the highest anticipated life satisfaction after five years. Obtaining a better understanding of pre-service teachers’ skills and dispositions will provide the basis for deeper exploration of how they may acquire these skills and how instruction can better be designed to assist students in developing these skills.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesJournal of Education for Teaching
dc.rightsIn Copyright
dc.subject.otheroppimistaidot
dc.subject.otherpre-service teachers
dc.subject.otherstrategic learning skills
dc.subject.othercollaboration dispositions
dc.subject.otherperson-oriented approach
dc.titleFinnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202001081100
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of 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.description.reviewstatuspeerReviewed
dc.format.pagerange71-86
dc.relation.issn0260-7476
dc.relation.numberinseries1
dc.relation.volume46
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber273970
dc.subject.ysooppimaan oppiminen
dc.subject.ysoopettajankoulutus
dc.subject.ysoopettajat
dc.subject.ysoammatillinen kehitys
dc.subject.ysoyhteistyökyky
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p17048
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p10592
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/02607476.2019.1708628
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiaohjelma, SAfi
jyx.fundingprogramAcademy Programme, AoFen
jyx.fundinginformationThis work was supported by Academy of Finland [grant number 273970].


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