This is a mixed-methods case study aiming to understand teachers' self-efficacy beliefs for sustainability education in the context of climate change education. Therefore, we studied teachers' self-efficacy beliefs from their own perspective as well as the connection between self-efficacy and related concepts, perceived content knowledge (pCK) and…

The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating in a tailored professional development (PD) program in mathematics. The program, which was designed around principles of transformative learning, was…

The professional development of teacher educators has received global interest worldwide following the notion that teacher educators are profoundly responsible for teacher education quality. Still, research on teacher educator professional development is scarce in Finland and under-researched in Turkey. In this article, the authors examine how…

This study examined discourses and positions produced by educators (n = 31) on the topics of teamwork and professional expertise in extended hours early childhood education and care (ECEC). Theoretically, we follow the ideas of relational expertise and common knowledge. Previous research provides that relational expertise and creating common…

The purpose of this case study was to understand what kinds of emotions university teachers experience in teaching, how these emotions influence the way the teachers experience their pedagogical competency and being and developing as a teacher, and how they reflect on their teaching and teaching-related emotions. Data were collected via…

In the Nordic countries, teacher education programmes are shifting towards a research-based design, thus placing new expectations and requirements on teacher educators. In this study, we aim to explore teacher educators' understanding of professional knowledge in research-based teacher education. We interviewed 16 Norwegian and six Finnish teacher…

Teachers are increasingly expected to incorporate Project-based learning (PBL) pedagogy to teach science. While teachers' definitions and challenges in the use of PBL are widely studied, very few studies focus on the development of a teacher's knowledge of the use of PBL over multiple projects. The current research is an in-depth case study aimed…

As the pedagogy of teachers depends partly on their earlier life experiences, investigating the prior reading practices of student teachers is crucial. This study investigated Finnish and English student teachers' (N = 353) own reading, the importance of their own reading to their reading pedagogy, and the relationship of these to teachers'…

Technology-enhanced Reciprocal Peer Tutoring (RPT) was carried out with Finnish, nine to ten year-old primary school students (N=40). The RPT as a method of paired mathematics placed specific emphasis on electrical mathematical writing and drawing. Little is known about the important area of implementing digital mathematical skills at the primary…

Curriculum integration has recently stirred growing interest in educational discourses. New Finnish core curricula for basic education and for general upper secondary schools encourage and even obligate schools to integrate the curriculum. Integration has been deemed to be important, as the boundaries between school subjects have remained…

This article studies three RE (religious education) student teachers' perceptions about their professional development from the beginning to the end of their initial teacher education. The focus of study was to investigate via an inductive content analysis if there are the same kind of phases in RE teacher education and how those phases are in…

This article reports the outcomes of research on student teachers' situational engagement during their third-year teaching practice in university-affiliated teaching schools (teacher training schools) at the universities of Helsinki, Finland and Johannesburg, South Africa. We have explored situations that possibly engage the student teachers…

Purpose: In 2022 generative AI took the Internet world by storm. Free access to tools that can generate text and images that pass for human creations triggered fiery debates about the potential uses and misuses of generative AI in education. There has risen a need to check the popular utopian and dystopian narratives about AI against the diversity…

The aim of this study is to outline the development and changes in pre-service teachers' technological pedagogical content knowledge (TPACK) assessments during the first 3 years in teacher education. Specifically, research was conducted at three measurement points over a 3-year teacher education period. The target group consisted of pre-service…

Background: The COVID-19 crisis forced education providers around the world to cancel contact teaching in schools as part of measures to limit contact between people and to slowdown the spread of the virus. The rapid and unexpected transition to distance teaching in the beginning of the pandemic posed an unprecedented challenge for teachers and…