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TUTCRIS

What contributes to first-year student teachers sense of professional agency in the classroom?

Tutkimustuotosvertaisarvioitu

Standard

What contributes to first-year student teachers sense of professional agency in the classroom? / Soini, Tiina; Pietarinen, Janne; Toom, Auli; Pyhältö, Kirsi.

julkaisussa: TEACHERS AND TEACHING: THEORY AND PRACTICE, Vuosikerta 21, Nro 6, 18.08.2015, s. 641-659.

Tutkimustuotosvertaisarvioitu

Harvard

Soini, T, Pietarinen, J, Toom, A & Pyhältö, K 2015, 'What contributes to first-year student teachers sense of professional agency in the classroom?', TEACHERS AND TEACHING: THEORY AND PRACTICE, Vuosikerta. 21, Nro 6, Sivut 641-659. https://doi.org/10.1080/13540602.2015.1044326

APA

Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year student teachers sense of professional agency in the classroom? TEACHERS AND TEACHING: THEORY AND PRACTICE, 21(6), 641-659. https://doi.org/10.1080/13540602.2015.1044326

Vancouver

Soini T, Pietarinen J, Toom A, Pyhältö K. What contributes to first-year student teachers sense of professional agency in the classroom? TEACHERS AND TEACHING: THEORY AND PRACTICE. 2015 elo 18;21(6):641-659. https://doi.org/10.1080/13540602.2015.1044326

Author

Soini, Tiina ; Pietarinen, Janne ; Toom, Auli ; Pyhältö, Kirsi. / What contributes to first-year student teachers sense of professional agency in the classroom?. Julkaisussa: TEACHERS AND TEACHING: THEORY AND PRACTICE. 2015 ; Vuosikerta 21, Nro 6. Sivut 641-659.

Bibtex - Lataa

@article{5e31a378e9f54fc4a4e6e4dfb15637e8,
title = "What contributes to first-year student teachers sense of professional agency in the classroom?",
abstract = "This study explores Finnish first-year primary teacher students (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom simultaneously requires the motivation to learn, efficacy beliefs about learning and intentional acts for facilitating and managing new learning in the classroom. The results showed that these basic elements are embedded in the contextualised components of student teachers professional agency, entailing judgements of ones competence in teaching, transformative and collaborative practice, reflection in the classroom and modelling as a learning orientation. The results further suggested that teacher education provided an encouraging learning environment for student teachers. However, only peer relations in the learning environment were positively related to perceived professional agency.",
keywords = "Classroom, Professional agency, Student teacher learning, Student teachers, Teacher education",
author = "Tiina Soini and Janne Pietarinen and Auli Toom and Kirsi Pyh{\"a}lt{\"o}",
year = "2015",
month = "8",
day = "18",
doi = "10.1080/13540602.2015.1044326",
language = "English",
volume = "21",
pages = "641--659",
journal = "TEACHERS AND TEACHING: THEORY AND PRACTICE",
issn = "1354-0602",
publisher = "Taylor & Francis",
number = "6",

}

RIS (suitable for import to EndNote) - Lataa

TY - JOUR

T1 - What contributes to first-year student teachers sense of professional agency in the classroom?

AU - Soini, Tiina

AU - Pietarinen, Janne

AU - Toom, Auli

AU - Pyhältö, Kirsi

PY - 2015/8/18

Y1 - 2015/8/18

N2 - This study explores Finnish first-year primary teacher students (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom simultaneously requires the motivation to learn, efficacy beliefs about learning and intentional acts for facilitating and managing new learning in the classroom. The results showed that these basic elements are embedded in the contextualised components of student teachers professional agency, entailing judgements of ones competence in teaching, transformative and collaborative practice, reflection in the classroom and modelling as a learning orientation. The results further suggested that teacher education provided an encouraging learning environment for student teachers. However, only peer relations in the learning environment were positively related to perceived professional agency.

AB - This study explores Finnish first-year primary teacher students (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom simultaneously requires the motivation to learn, efficacy beliefs about learning and intentional acts for facilitating and managing new learning in the classroom. The results showed that these basic elements are embedded in the contextualised components of student teachers professional agency, entailing judgements of ones competence in teaching, transformative and collaborative practice, reflection in the classroom and modelling as a learning orientation. The results further suggested that teacher education provided an encouraging learning environment for student teachers. However, only peer relations in the learning environment were positively related to perceived professional agency.

KW - Classroom

KW - Professional agency

KW - Student teacher learning

KW - Student teachers

KW - Teacher education

UR - http://www.scopus.com/inward/record.url?scp=84931566080&partnerID=8YFLogxK

U2 - 10.1080/13540602.2015.1044326

DO - 10.1080/13540602.2015.1044326

M3 - Article

VL - 21

SP - 641

EP - 659

JO - TEACHERS AND TEACHING: THEORY AND PRACTICE

JF - TEACHERS AND TEACHING: THEORY AND PRACTICE

SN - 1354-0602

IS - 6

ER -