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dc.contributor.authorNäykki, Piia
dc.contributor.authorKontturi, H.
dc.contributor.authorSeppänen, V.
dc.contributor.authorImpiö, N.
dc.contributor.authorJärvelä, S.
dc.date.accessioned2021-04-01T11:35:57Z
dc.date.available2021-04-01T11:35:57Z
dc.date.issued2021
dc.identifier.citationNäykki, 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. <i>Journal of Education for Teaching</i>, <i>47</i>(4), 495-512. <a href="https://doi.org/10.1080/02607476.2021.1904777" target="_blank">https://doi.org/10.1080/02607476.2021.1904777</a>
dc.identifier.otherCONVID_52626382
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/74935
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesJournal of Education for Teaching
dc.rightsCC BY-NC-ND 4.0
dc.subject.othercontinuous learning
dc.subject.otherin-service teachers
dc.subject.otherlearning community
dc.subject.otherpre-service teachers
dc.subject.otherteacher education
dc.titleTeachers as learners : a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202104012261
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange495-512
dc.relation.issn0260-7476
dc.relation.numberinseries4
dc.relation.volume47
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumberOKM/62/523/2017
dc.relation.grantnumberOKM/130/523/2020
dc.subject.ysoelinikäinen oppiminen
dc.subject.ysoopettajat
dc.subject.ysoopettajankoulutus
dc.subject.ysoyhteisöllinen oppiminen
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6262
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/02607476.2021.1904777
dc.relation.funderOpetus- ja kulttuuriministeriöfi
dc.relation.funderOpetus- ja kulttuuriministeriöfi
dc.relation.funderMinistry of Education and Cultureen
dc.relation.funderMinistry of Education and Cultureen
jyx.fundingprogramMuutfi
jyx.fundingprogramMuutfi
jyx.fundingprogramOthersen
jyx.fundingprogramOthersen
jyx.fundinginformationThis work was supported by the Finnish Ministry of Education and Culture [grant number OKM/62/523/2017].


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Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0