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Psychological Adjustment of Expatriate Children in Cultural Transitions
The aim of the current study was to define the factorial structure of the psychological adjustment (PA) of Finnish expatriate children (EC) and to construct a model consisting of three child-level variables (age, school ...
A multidimensional adapted process model of teaching
<p> In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an active construction of a shared understanding and an interpretation of the discourse in the field, the experts reviewed literature on teaching. The resulting teacher competence model, the multidimensional adapted process model of teaching (MAP), represents a collective conception of the relevant empirical literature and prevailing discourses on teaching. The MAP is based on Blömeke et al.’s, Zeitschrift für Psychologie, 223, 3–13, (<a title="Blömeke, S., Gustafsson, J., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223, 3–13.
https://doi.org/10.1027/2151-2604/a000194
." href="https://link.springer.com/article/10.1007/s11092-021-09373-9#ref-CR14">2015</a>) model which distinguishes among teacher competences (referring to effective performance of teachers’ work), competencies (knowledge, skills, and other individual competencies underlying and enabling effective teaching), and situation-specific skills of perceiving, interpreting, and making decisions in situations involving teaching and learning. The implications of the MAP for teacher education and student selection for initial teacher education are discussed. <br></p>...
Korona opettajan osaamisen haastajana
<p>Tarkastelemme suomalaisen opettajan osaamista suhteessa korona-ajan tuomiin uusiin opettajuuden haasteisiin. Opettajan työ on monipuolista osaamista edellyttävää asiantuntijatyötä. Opettajan keskeinen osaaminen on koottu ...
Debunking the myth of high achievers in Finnish primary teacher education: first-year preservice teachers' learning strategies and study success
This study aimed to explore the admitted students of Finnish primary teacher education programmes from the viewpoint of learning strategies, and academic success. An overall view was derived from national register data, ...
Minimizing the Number of Dropouts in University Pedagogy Online Courses
<p>Students’ engagement and retention in online courses have been found to be in general significantly lower
than in contact teaching. Multiple reasons for this exist, but improving student retention is ubiquitously ...
Predicting adaptive expertise with rational number arithmetic
<p><strong>Background.</strong> Adaptive expertise is a highly valued outcome of mathematics curricula. One aspect of adaptive expertise with rational numbers is adaptive rational number knowledge, which refers to the ...
Retention of University Teachers and Doctoral Students in UNIPS Pedagogical Online Courses
<p>Online education provides learning opportunities to a global audience. Most popular MOOC platforms have millions of users and MOOC designers are already competing with each other on how to spark and retain the interest of students. However, currently in popular MOOCs, roughly 90% of enrolled students yield their participation and previous research has identified that the dropouts occur mostly in the very early stages of the courses. This study explores student retention and engagement in pedagogical online courses aimed for university staff members and doctoral students, with quantitative data (N = 404) collected between the years 2016–2019. In addition, this study looks at differences in dropout rates between students of different age, gender, teaching position and department. Based on the conducted statistical analysis, age, gender, teaching position or department have no significant correlation with dropout rates. The majority of participants who drop out from the courses do so in the beginning without completing a single task. University teachers and doctoral students behave in online courses similarly as other students, and the results of the current study fits well with predictions from previous studies. However, this study found two anomalies: (1) A relatively low dropout rate (38,1%) and (2) Over 22% of students yielding their participation return to the courses (n = 31) after which over 50% of them complete the courses. The results highlight the importance of the beginning of online courses for reducing the overall dropout rates and suggest that students yielding their participation are likely to complete the courses the second time, if they enroll again.</p><div><h2>Keywords</h2>Staff development Online learning University pedagogy Student retention Engagement </div>...
Epistemic agency in student teachers’ engagement with research skills
<p>In today’s knowledge intensive and post-factual world, student teachers’ relationship towards knowledge is a vital element in learning to teach. Student teachers must have a sense of epistemic agency to see themselves ...
Conceptual change in the development of visual expertise
<p>Changes in working life require knowledge, which is sometimes radically different from existing expertise. Learning based on existing knowledge is not sufficient. Some knowledge is difficult to learn because it is ...