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Leinonen, Risto; Haaranen, Markku; Kesonen, Mikko; Koponen, Mika; Hirvonen, Pekka E.; Asikainen, Mervi A. – Journal of Technology and Science Education, 2020
In this article, graduated physics teachers' views about their teacher education program and professional needs are evaluated. With respect to teacher knowledge, Physical Knowledge for Teaching (PKT) framework consisting of six domains related to content knowledge and pedagogical content knowledge was developed based on the framework of…
Descriptors: Science Teachers, Physics, Teacher Education Programs, Educational Needs
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Rouhiainen, Henna; Vuorisalo, Timo – Environmental Education Research, 2019
An interdisciplinary and pluralistic approach to teaching and learning has been proposed as one solution to the lack of a consensus definition of sustainable development (SD). For teachers, such an approach requires an awareness of the interconnections among different dimensions of SD and their underlying value-based assumptions. In this article,…
Descriptors: College Faculty, Teacher Attitudes, Knowledge Level, Pedagogical Content Knowledge
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Stevanovic, Melisa; Kuusisto, Arniika – Scandinavian Journal of Educational Research, 2019
Identifying precisely what teachers do to elicit desired changes in their students' knowledge and skill is a long-lasting challenge of educational research. Here, we use conversation analysis to contribute to a deeper understanding of this matter by considering how Finnish-speaking musical instrument teachers use directives to guide their…
Descriptors: Music Education, Musical Instruments, Music Teachers, Teaching Methods
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Virranmäki, Eerika; Valta-Hulkkonen, Kirsi; Rusanen, Jarmo – International Research in Geographical and Environmental Education, 2019
The aim of this research is to ask what kind of geography is taught in Finnish upper secondary schools and whether this knowledge is powerful knowledge. This is achieved by analysing 11 in-service geography teachers' concept maps and in-depth interviews with qualitative data analysis. The results indicate the dominance of three terms: spatiality,…
Descriptors: Foreign Countries, Geography Instruction, Secondary School Teachers, Secondary Education
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Niemi, Pia-Maria; Hahl, Kaisa – Teaching Education, 2019
Despite the growing demands for carrying out intercultural education as part of all teaching and learning, little attention has been given to the ways in which future subject teachers understand the meaning of 'cultural diversity' and how teacher education programmes prepare future teachers to consider intercultural aims in education. Therefore,…
Descriptors: Teacher Education Programs, Foreign Countries, Multicultural Education, Student Teachers
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Joki, Jarkko; Aksela, Maija – Chemistry Education Research and Practice, 2018
Teaching chemical bonding using the octet rule as an explanatory principle is problematic in many ways. The aim of this case study is to understand the learning and teaching of chemical bonding using a research-informed teaching model in which chemical bonding is introduced as an electrostatic phenomenon. The study posed two main questions: (i)…
Descriptors: Chemistry, Scientific Concepts, Science Instruction, Teaching Methods
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Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula – International Journal of Science Education, 2009
The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Plants (Botany), Botany
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Asikainen, Mervi A.; Hirvonen, Pekka E. – Journal of Science Teacher Education, 2010
This article examines Finnish cooperating physics teachers' conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman's theory of teacher knowledge were used in order to understand the…
Descriptors: Teacher Characteristics, Physics, Mathematics Instruction, Teaching Methods
Ojanen, Sinikka – 1996
This paper discusses the need for the renewal of teacher education programs in Finland in order to bring practicing professionals into contact with new knowledge and ideas. To inject new knowledge requires a theoretical understanding of the mechanism of professional change and the process of evaluating professional development. The central factor…
Descriptors: Change Strategies, Elementary Secondary Education, Foreign Countries, Higher Education