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dc.contributor.authorMuhonen, Heli
dc.contributor.authorPakarinen, Eija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2021-12-10T11:06:31Z
dc.date.available2021-12-10T11:06:31Z
dc.date.issued2022
dc.identifier.citationMuhonen, H., Pakarinen, E., & Lerkkanen, M.-K. (2022). Professional vision of Grade 1 teachers experiencing different levels of work-related stress. <i>Teaching and Teacher Education</i>, <i>110</i>, Article 103585. <a href="https://doi.org/10.1016/j.tate.2021.103585" target="_blank">https://doi.org/10.1016/j.tate.2021.103585</a>
dc.identifier.otherCONVID_102326948
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78937
dc.description.abstractThis study explored teachers' professional vision by examining how teachers experiencing low, moderate and high work-related stress reason their eye-tracking recordings in terms of description, explanation and prediction. A qualitative analysis of retrospective think-aloud interviews with 24 Grade 1 teachers showed that teachers predominantly used description in their reasoning, while explanation and prediction were less frequent. The description mainly focused on teacher information/elaboration and classroom management/behaviour. Teachers with moderate stress utilised self-reflection most frequently, whereas teachers with high stress utilised it the least. The results suggest that the level of teacher work-related stress may be reflected in their self-reflection.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesTeaching and Teacher Education
dc.rightsCC BY 4.0
dc.subject.otherteacher professional vision
dc.subject.otherknowledge-based reasoning
dc.subject.otherteacher work-related stress
dc.subject.otherretrospective think-aloud interview
dc.subject.othereye tracking
dc.titleProfessional vision of Grade 1 teachers experiencing different levels of work-related stress
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202112105924
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0742-051X
dc.relation.volume110
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Authors. Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber317610
dc.subject.ysostressi
dc.subject.ysokatseenseuranta
dc.subject.ysoluokanopettajat
dc.subject.ysotyön kuormittavuus
dc.subject.ysojärkeily
dc.subject.ysoopetustilanne
dc.subject.ysoluokkatyöskentely
dc.subject.ysoreflektio
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p133
jyx.subject.urihttp://www.yso.fi/onto/yso/p37956
jyx.subject.urihttp://www.yso.fi/onto/yso/p3999
jyx.subject.urihttp://www.yso.fi/onto/yso/p129
jyx.subject.urihttp://www.yso.fi/onto/yso/p6005
jyx.subject.urihttp://www.yso.fi/onto/yso/p569
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p23563
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.tate.2021.103585
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThe study was funded by the Academy of Finland (No. 317610), the Finnish Work Environment Fund, and Ella and Georg Ehrnrooth Foundation. We would like to thank Professor Antje von Suchodoletz for supporting the design of the analysis framework. The design of the analysis framework was funded by the New York University Abu Dhabi Research Enhancement Fund (No. RE059).


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