The present study compares the feedback themes that groups of teachers (n = 5) and student teachers (n = 15) discussed in a professional development programme concerning teachers' classroom interaction and formative assessment, and the agents they assigned the feedback to. The results of the thematic analysis show little variation with the…

This study uses frame of boundary work to explore university teacher educators' discourses of the early childhood teacher education practicum and to identify the complexities of their positions(s) in these discourses. Data were obtained through focus group interviews with university teacher educators (N = 16) from two Finnish universities and…

This study examines educators' experiences of implementing research--practice partnership (RPP) in three schools in Finland's capital area. The data consisted of educator interviews (N = 12) and self-report questionnaire responses (N = 101). Teachers' experiences were traced by data-driven thematic analysis of the interviews and quantitative…

Engineering education has become increasingly multidisciplinary in order to prepare future experts to transcend disciplinary boundaries and to co-construct solutions to solve grand challenges. However, faculty members' perspectives and experiences have been largely ignored in the literature. To understand and support faculty members, the present…

In this paper, we explore the views of Finnish university faculty leaders, such as deans and directors, concerning teacher educators' professional development. Although teachers' professional development has been investigated for decades, teacher educators' professional development has until recently been under-researched. Faculty leaders could be…

Climate change (CC) is the most significant global issue facing humanity, yet research addressing the perspectives of the key players influential in developing and implementing school-based CC curricula at a cross-country national level is scarce. This study examined the perceptions of policymakers, teacher professional development providers and…

Current global drivers have challenged higher education and increased institution-wide top-down managed reforms, including curriculum reforms. As academics are vital in curriculum development, listening to their voices is essential for understanding actors' experiences of curriculum change processes in top-down managed reforms. The present study…

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 teaching and pedagogical development of academic communities is influenced by different contextual elements, which may not be apparent in everyday community practices, but may become evident through deeper reflection of the context. This study approaches these elements from the perspective of a supportive pedagogical culture for teaching and…

Purpose: The role of formal education is currently viewed as central in preventing violent radicalisation and extremism (VRE), however educators' understanding or competencies have not been developed accordingly. Therefore, this study investigates Finnish educators' perceptions of presumed manifestations of VRE among their students. Findings:…

The study aims to clarify how Finnish teacher educators integrate research and teaching to support their approaches to teaching. Research questions cover teacher educators' forms of research-teaching integration, approaches to teaching, and the relationship between them. With a survey methodology, the study obtained 101 responses with a…

Purpose: This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme. Design/methodology/approach: By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers.…

Preschool teachers' read-aloud and writing practices were investigated using a questionnaire about how activities were planned and organized, and what their purpose was. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times…

Despite growing attention on Social and Emotional Learning (SEL) in education settings (Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and emotional learning: A principled science of human development in context. "Educational Psychologist," 54(3), 129-143. https://doi.org/10.1080/00461520.2019.1625776), there also has been…

The purpose of this study is to investigate summative assessment (SA) perceptions and the sources of summative assessment literacy for novice second/foreign language teachers in Sweden and Finland. Data were collected through a questionnaire (N = 27) and a semi-structured interview (N = 22) from a group of novice teachers who graduated from two…