dc.contributor.author | Salo, Anne-Elina | |
dc.contributor.author | Kajamies, Anu | |
dc.date.accessioned | 2024-02-01T11:36:18Z | |
dc.date.available | 2024-02-01T11:36:18Z | |
dc.date.issued | 2024 | |
dc.identifier.citation | Salo, A.-E., & Kajamies, A. (2024). Teacher candidates' preparedness to address diverse situations that can threaten pupils’ well-being. <i>Teaching and Teacher Education</i>, <i>140</i>, Article 104470. <a href="https://doi.org/10.1016/j.tate.2024.104470" target="_blank">https://doi.org/10.1016/j.tate.2024.104470</a> | |
dc.identifier.other | CONVID_202028740 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/93205 | |
dc.description.abstract | Amid uncertainty, teacher candidates (TCs) face increasingly complex situations when encountering pupils. However, TCs' perceived preparedness to address pupils' well-being threats remains scarcely mapped. We examined this among Finnish classroom TCs (N = 112) through a questionnaire comprising 15 situations. TCs felt least prepared addressing threat- and crisis-related anxiety and addictions, and most prepared observing peer collaboration difficulties and responding to bullying. Distance teaching weakened perceived preparedness, overall. To enhance the realization of children's right to support and TCs' well-being, we call for adopting an ecosystemic approach to well-being and placing emotional–interactional competencies at the core of teacher education. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Elsevier | |
dc.relation.ispartofseries | Teaching and Teacher Education | |
dc.rights | CC BY-NC-ND 4.0 | |
dc.subject.other | ecosystemic approach to well-being | |
dc.subject.other | multidimensional well-being | |
dc.subject.other | diversity | |
dc.subject.other | emotional–interactional competencies | |
dc.subject.other | classroom teacher candidates | |
dc.subject.other | teacher education | |
dc.title | Teacher candidates' preparedness to address diverse situations that can threaten pupils’ well-being | |
dc.type | article | |
dc.identifier.urn | URN:NBN:fi:jyu-202402011712 | |
dc.contributor.laitos | Opettajankoulutuslaitos | fi |
dc.contributor.laitos | Department of Teacher Education | en |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.relation.issn | 0742-051X | |
dc.relation.volume | 140 | |
dc.type.version | acceptedVersion | |
dc.rights.copyright | © 2024 Elsevier | |
dc.rights.accesslevel | embargoedAccess | fi |
dc.relation.grantnumber | 352657 | |
dc.relation.grantnumber | 353392 | |
dc.relation.grantnumber | OKM/130/523/2020 | |
dc.relation.grantnumber | 345196 | |
dc.subject.yso | uhat | |
dc.subject.yso | kriisit | |
dc.subject.yso | luokanopettajat | |
dc.subject.yso | sosiaalinen vuorovaikutus | |
dc.subject.yso | koulut | |
dc.subject.yso | opettajat | |
dc.subject.yso | oppilaat | |
dc.subject.yso | hyvinvointi | |
dc.subject.yso | opettajankoulutus | |
dc.subject.yso | valmistautuminen | |
dc.subject.yso | tunteet | |
dc.format.content | fulltext | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p21206 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p6173 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p3999 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p10590 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p386 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p1117 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p8131 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p1947 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p10746 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p22459 | |
jyx.subject.uri | http://www.yso.fi/onto/yso/p3485 | |
dc.rights.url | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.relation.doi | 10.1016/j.tate.2024.104470 | |
dc.relation.funder | Suomen Akatemia | fi |
dc.relation.funder | Suomen Akatemia | fi |
dc.relation.funder | Opetus- ja kulttuuriministeriö | fi |
dc.relation.funder | Suomen Akatemia | fi |
dc.relation.funder | Research Council of Finland | en |
dc.relation.funder | Research Council of Finland | en |
dc.relation.funder | Ministry of Education and Culture | en |
dc.relation.funder | Research Council of Finland | en |
jyx.fundingprogram | Strategisen tutkimuksen ohjelmat STN, SA | fi |
jyx.fundingprogram | Strategisen tutkimuksen ohjelmat STN, SA | fi |
jyx.fundingprogram | Muut | fi |
jyx.fundingprogram | Strategisen tutkimuksen ohjelmat STN, SA | fi |
jyx.fundingprogram | Strategic research programmes, AoF | en |
jyx.fundingprogram | Strategic research programmes, AoF | en |
jyx.fundingprogram | Others | en |
jyx.fundingprogram | Strategic research programmes, AoF | en |
jyx.fundinginformation | This study is a part of the projects TOVE—Teacher Educators’ Emotional Agency and Interaction Skills in Digital Environments, EduRESCUE—the resilient schools and education system, and Right to Belong: Tackling Loneliness and Ostracism during Childhood and Youth. The TOVE project is funded by the Finnish Ministry of Education and Culture (Project number: OKM/130/523/2020). The projects in the strategic research programs are funded by the Strategic Research Council (SRC) established within the Academy of Finland: EduRESCUE (345196 and 345265) and Right to Belong (352648 and 353392). | |
dc.type.okm | A1 | |