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…

Understanding how student teacher professional agency (STPA) develops during teacher education is crucial for educators and curriculum developers interested in strengthening it. To explore this process comprehensively, environmental factors (i.e., curriculum coherence between theory and practice and the learning environment) and individual factors…

Teacher education in Finland has followed a research-based approach for decades, but the approach has rarely been investigated from the viewpoint of in-service teachers. This study explores how in-service teachers experienced the meaning of educational science, research and theory (ESRT) and how teachers engage with educational research as part of…

In this paper we investigate the practices and capacities that define successful societal interaction of research groups with stakeholders in mutually beneficial processes. We studied the Finnish Strategic Research Council's (SRC) first funded projects through a dynamic governance lens. The aim of the paper is to explore how the societal…

This article analyses intergenerational research encounters when collaborating with children. It contemplates the possibilities of applying participatory research methods in situations where the research agenda and main research methods have been decided before contacting the research subjects, as these must be explained in the ethical statement…

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…

Research has shown that professional agency is pivotal for understanding teachers' professional learning in different contexts. However, we lack an elaborated understanding of teachers' professional agency in the context of in-service teacher education aimed at supporting teachers' professional learning. To contribute to this discussion, this…

Theoractive learning is an essential ingredient that can complement various academic theories, making them easier to apply to a learning environment. Although it appears that theoractive learning is the effect of the beneficial causes of teaching and learning in certain contextual settings; theoractive learning is, however, actions-oriented and…

This study examines newly qualified teachers' (NQTs) understandings of research-based teacher education practices by looking at two cases in Finland and Norway. The NQTs were interviewed after they had finished their master's degrees and before they started their careers. The results of the individual semistructured interviews and a thematic…

Our aim in this article is to examine the relationship between theory and practice in Finnish teacher education from the 1960s to the present. We identify four different periods to represent this relationship based on our analysis of national committee and evaluation reports. Theory and practice gradually converged, culminating in a research-based…

Worldwide, scholars and policymakers emphasise the importance of basing teacher education in practice. Scholars have therefore suggested to extend the amount of fieldwork. Still, research has shown that the fieldwork component in teacher education of variable quality. During the last 10 years, an increasing body of research has thus emphasised…

The four perspectives in this paper were first presented as an interactive research/workshop symposium at RIME 9. The purpose of the symposium was to connect new media scholar Henry Jenkins's theory of 'participatory culture' (1992, 2006, 2009) to possible practices of 'participatory culture' in diverse music teaching and learning contexts. We…

This conceptual article deals with components and concepts of transformative learning, emphasizing the organization-level perspective on critical reflection. The discussion leans on the concept of transformative authorship and it is argued that it enables authoring processes through which professionals can recognize and recreate their routinized…

The purpose of this study is to explore the experiences of primary pre-service teachers engaged in a peer-group mentoring program during a professional experience placement. Pre-service teachers completed weekly questionnaires and an interview about their experiences. Questionnaire and interview responses were coded and analysed according to three…

The aim of this case-study was to understand how chemistry teachers experience their work in diverse classes where the needs of differentiated teaching practices are constantly growing. The deeper intention was to perceive new information in order to develop supportive methods that could better correspond to teachers' reality. Eight voluntary…