Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers
Ukkonen-Mikkola, T., & Varpanen, J. (2020). Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers. Teaching and Teacher Education, 96, Article 103189. https://doi.org/10.1016/j.tate.2020.103189
Published inTeaching and Teacher Education
Embargoed until: 2023-12-01Request copy from author
© 2020 Elsevier
In this paper, we discuss training aimed at supporting the professional agency of teachers and student teachers. Drawing on socio-cultural and post-structural theories, we conceptualize professional agency as achieved by participation in professional practices. We employ our conceptualization in an analysis of a Finnish pilot training that combined initial and continuous training for preschool and primary school teachers. We argue that the practices of reflection and collective enquiry inherent in the model offer a fruitful starting point for further efforts to understand how to support the development of the professional agency of teachers and student teachers simultaneously.
ISSN Search the Publication Forum0742-051X
Publication in research information system
MetadataShow full item record
Additional information about fundingThis work was supported by the Finnish Ministry of Education and Culture.
Showing items with similar title or keywords.
This can be made more student-centred : Asynchronous mediation in in-service teacher professional development Kareva, Victoria; Rasskazova, Tatiana; Leontjev, Dmitri (Peoples' Friendship University of Russia, 2022)Vygotskian Sociocultural Theory is a powerful foundation for research into teacher professional development. However, while this research has been growing, it has largely been focused on pre-service second/foreign language. ...
Developing a professional learning community in a Ghanaian School: Teachers’ Perceptions of Important Characteristics of PLC Huusela, Katariina (2020)Opettajat ovat yksi tärkeimmistä resursseista, mitä kouluilla on, ja opettajilla on keskeinen rooli laadukkaan koulutuksen toteuttamisessa. Tämän vuoksi on tär- keää, että opettajille tarjotaan mahdollisuuksia kehittää ...
Being a teacher in England : teacher development in the biographies of three English primary school teachers Löppönen, Heidi (2017)Tutkimuksessa tarkastelen kolmen eri-ikäisen englantilaisen alakoulun opettajan ammatillista kehittymistä elämäkerrallisen haastattelumenetelmän avulla. Tutkimusaihe on tärkeä, koska opettajan vaikutus koulun toimintaan ...
Teacher and student teacher views of agency in feedback Ketonen, Laura; Lehesvuori, Sami; Pöysä, Sanni; Pakarinen, Eija; Lerkkanen, Marja-Kristiina (Routledge, 2022)The present study compares the feedback themes that groups of teachers (n = 5) and student teachers (n = 15) discussed in a professional development programme concerning teachers’ classroom interaction and formative ...
Towards a learning community : understanding teachers’ mental models to support their professional development and learning Tarnanen, Mirja; Kostiainen, Emma; Kaukonen, Vili; Martin, Anne; Toikka, Teppo (Routledge, Taylor & Francis, 2021)Amidst societal, demographic and educational changes, teachers are expected to engage in professional development and learning (PDL) throughout their careers. This study explores school teachers’ mental models about their ...