Teachers as learners : a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi
Näykki, P., Kontturi, H., Seppänen, V., Impiö, N., & Järvelä, S. (2021). Teachers as learners : a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi. Journal of Education for Teaching, 47(4), 495-512. https://doi.org/10.1080/02607476.2021.1904777
Published inJournal of Education for Teaching
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants’ written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, self-regulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers’ role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education. ...
Publication in research information system
MetadataShow full item record
Related funder(s)Ministry of Education and Culture
Additional information about fundingThis work was supported by the Finnish Ministry of Education and Culture [grant number OKM/62/523/2017].
Showing items with similar title or keywords.
Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions Häkkinen, Päivi; Virtanen, Tuomo; Virtanen, Anne; Näykki, Piia; Pöysä-Tarhonen, Johanna; Niilo-Rämä, Mikko; Järvelä, Sanna (Routledge, 2020)To 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 ...
Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (Concordia University College of Alberta, 2017)Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher ...
Kyttälä, Minna; Björn, Piia Maria; Rantamäki, Milla; Lehesvuori, Sami; Närhi, Vesa; Aro, Mikko; Lerkkanen, Marja-Kristiina (Routledge, Taylor & Francis Group, 2022)The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions of three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment ...
Why in-service teachers left their employment and pursued master's studies at a Finnish university Kong, Lingwang (2016)This study investigates why in-service teachers left their jobs and went to a Finnish University to study on an International Master’s Programme in Education. The purpose of this research is to enrich the studies in the ...
Kyttälä, Minna; Björn, Piia Maria; Rantamäki, Milla; Närhi, Vesa; Aro, Mikko (Routledge, 2022)This survey study (N = 148) investigates the interrelationships between assessment conceptions, assessment self-efficacy, prior education, and teaching experience amongst Finnish pre-service special educational needs ...