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Mielekästä oppimista mobiiliteknologialla - vertailua matematiikan ja oppiaineita integroivan toteutuksen välillä
<p>Tutkimuksen kohteena ovat luokanopettajaopiskelijoiden (n = 115) kokemukset oppimisen mielekkyydestä mobiiliteknologiaa hyödyntävässä luokkahuoneen ulkopuolisessa oppimisympäristössä. ActionTrack-mobiilisovellusta ...
Now it’s your turn. Preschool children’s social and emotional interaction during tablet game sessions.
<p>There is concern over social and emotional skill development in early
childhood settings. The aim of this systematic observational study was to examine
children’s prosocial and problem behaviors in small group ...
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>...
Understanding Teacher Evaluation in Finland: A Professional Development Framework
This study explores the characteristics of the teacher evaluation model in Finland. Highlighting the unique qualities of the Finnish case, we also compare these teacher evaluation practices with the increasingly applied ...
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, ...
Vocabulary, metacognitive knowledge and task orientation as predictors of narrative picture book comprehension: from preschool to grade 3
This is a study of early picture book comprehension, its determinants and later development through primary school. More specifically, picture book comprehension was analyzed longitudinally from age 5 to age 9, delineating ...
Minästä kiinni ja Kielestä koppi – uutta oppimateriaalia peruskouluun
<p>Minästä kiinni ja Kielestä koppi -oppimateriaalipari tuo oppijalle näkyväksi moninaisen identiteetin ja kielen kaikessa oppimisessa, vuorovaikutuksessa ja yhteiskuntaan sosiaalistumisessa. Materiaalin tehtävät tukevat ...
Prospective class teachers’ attitude profiles towards learning and teaching mathematics
<div><div><div><p>In our study, we measured prospective class teachers’ (n = 175) attitudes, on one hand, towards learning mathematics and, on the other hand, towards teaching mathematics. We used a questionnaire called ...
Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension
<p>
The present five-year<br />
longitudinal study from preschool to grade 3 examined<br />
the developmental associations among oral language comprehension,<br />
task orientation, reading precursors, and reading ...
Maternal sensitivity in responding during play and children’s pre-mathematical skills: a longitudinal study from infancy to preschool age
<p>
This longitudinal study explored how mothers’ sensitivity in responding to their child’s cognitive and emotional needs in infancy and toddlerhood predicts children’s pre-mathematical skills at early preschool age. The sample consisted of 65 mother-child dyads (N = 130 individuals) videotaped during joint play at ages 1;0 and 2;0. The children’s pre-mathematical skills were tested at age 3;0. The path analyses showed that, in infancy, mothers’ autonomy support and scaffolding are more strongly related than emotional support to children’s later performance on spatial and numerical tasks. The findings are discussed in relation to how maternal sensitivity in responding fosters children’s pre-mathematical development in an optimal way.</p>...