Opettajaopiskelijoiden ammatillisen toimijuuden rakentuminen luokanopettajakoulutuksessa

This research investigated the construction of professional agency among student teachers in Finnish primary teacher education. The dissertation consists of three sub-studies and a synthesis. In spring 2014, 22 first-year students in the primary teacher education programme participated in the research interviews. In addition, four student teachers’ writings from their fifth year of study in autumn 2017 were used as additional material for the third sub-study. The research data were analysed using thematic analysis (sub-studies I and III) and narrative analysis (sub-study II). The construction of student teachers’ professional agency was examined using the framework of sociocultural theory and social constructionism, viewing agency as constructed and manifested in the interactions and relationships between individuals and groups. The aim of this study was to investigate how student teachers’ evolving professional agency manifests in teacher education and how its construction can be supported in this context. The results of the study revealed that student teachers’ professional agency manifested in the negotiation of their future teacher identities and teacher perceptions in relation to their preconceptions, to teacher education and to the prevailing social and cultural norms for teachers. The student teachers’ agency was also evident in the students’ autonomous and collaborative actions to learn what they considered important for their future profession. The results of this study highlighted the importance of supporting the development of professional agency by utilising approaches that support students’ activity, participation and sense of community in teacher education. Another key finding of the study was the significance of teacher perceptions in the construction of teachers’ professional agency. The findings suggest that teacher agency is framed by sociocultural norms and ideals, which may be reproduced among student teachers and guide the construction of professional agency. Based on this study, it appears important to support the collaborative examination of and critical reflection on teacher perceptions in teacher education. This could enable future primary teachers to build their professional agency in line with current educational and societal challenges.