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This study focuses on exploring teacher learning in terms of teachers’ professional agency embedded in the classroom. Teachers’ sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the capacity to cross the boundaries in teacher learning contributes active professional agency and, consequently to work-related well-being. Hence, the interrelations between teachers’ sense of professional agency and the burnout they experienced were also analysed. Altogether 2310 Finnish comprehensive school teachers, including primary, subject and special education teachers, completed the study survey. The results indicated that active professional agency, promoting both learning and well-being, requires not just reflecting and adapting but also efforts to learn at work. Moreover this requires not just self-directed and active professional practice but also learning at the boundaries and creating new professional knowledge together with students and colleagues. 相似文献
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The study aims to gain a better understanding of the function of proactive strategies in buffering study burnout among student teachers at the early stage of their studies. There is some evidence that the use of active social coping strategies during studies is related to reduced burnout levels among early career teachers. Less is known about the association between the proactive strategies and burnout among student teachers. Altogether, 244 Finnish student teachers completed the survey. The data were analysed by using SEM. The results suggested that the proactive strategies adopted by student teachers seem to prevent study-related burnout, especially in terms of exhaustion in studies and inadequacy in studying, but not directly the perceived cynicism towards studies. The results imply that learning how to use proactive strategies is functional in coping with study-related stressors, by reducing the risk of student teachers’ burnout. 相似文献
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Törmänen Tiina Järvenoja Hanna Mänty Kristiina 《Educational technology research and development : ETR & D》2021,69(5):2523-2545
Educational technology research and development - During collaborative learning, affect is constantly present in groups’ interactions, influencing and shaping the learning process. The aim of... 相似文献
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Learning Environments Research - This exploratory case study examined the kinds of activity that a ‘deskless school” (i.e., flexible physical school spaces) engenders among pupils and... 相似文献
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Teachers’ learning and occupational well‐being is crucial in attaining educational goals both in the classroom and at the school community level. In this article teachers’ occupational well‐being that is constructed in teaching–learning processes within the school community is referred to as pedagogical well‐being. The article focuses on exploring teachers’ experienced pedagogical well‐being by examining the kinds of situations that teachers themselves find either empowering and engaging or burdening and stressful in their work. The study aims to: (1) identify the primary contexts of teachers’ experienced critical incidents of pedagogical well‐being; and (2) determine the kind of action strategies teachers have adopted in these contexts when they are reported as empowering and engaging. The study included data collected from the teachers of nine case‐schools around Finland. Altogether, a selected group of 68 comprehensive school teachers, including both primary and secondary school teachers, were interviewed. Our results suggested that interaction with pupils in socially and pedagogically challenging situations constitutes the core of teachers’ pedagogical well‐being. Success in both the pedagogical goals and more general social goals seem to be fundamental preconditions for teachers’ experienced pedagogical well‐being. Further investigation showed that teachers’ approaches to socially challenging situations varied. Results suggest that teachers’ pedagogical well‐being is centrally generated in the challenging social interactions of their work. Moreover, the way in which a teacher acts in the situation is found to be a regulator for experienced pedagogical well‐being. 相似文献
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The study examined the effect of situational demands on arousal in public speaking, small group, and dyadic contexts. Heart rate level of nine university students varied significantly according to the demands of the context. The nature of the context was also reflected in subjects’ heart rate variation. The advantages of expanding the physiological communication research in various communication contexts were discussed. 相似文献
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The focus on, and concern about, young girls and preteens or ‘tweens’ relates to the ‘sexualisation’ of girlhood and the notion that girls are ‘growing up too fast’ and becoming ‘too sexy too soon’. In both popular and academic accounts, ‘tween’ magazines and the increasingly ‘sexualised’ images in teen magazines have been framed as significant contributors to this process. Yet, research on the ways in which preteen girls read these magazines has been notably absent. In this paper, we examine the magazine consumption and reading practices of 71 preteen girls in a New Zealand study. We employ a feminist poststructuralist approach to explore the ways in which participants employ the interpretative repertoires of ‘too young’, ‘too old', and ‘just right’ to categorise ‘tween’ and ‘teen’ magazines based on their sexual content and mark belonging to and/or distance from the categories of child, ‘tween', and teenager. 相似文献
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Rautanen Pihla Soini Tiina Pietarinen Janne Pyh&#;lt&#; Kirsi 《European Journal of Psychology of Education - EJPE》2021,36(3):653-672
European Journal of Psychology of Education - The aim of this research was to study the dynamics of fourth graders’ perceived social support for schoolwork and to examine how this support... 相似文献
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Tiina?M?kel?Email authorView author&#;s OrcID profile Sacha?Helfenstein Marja-Kristiina?Lerkkanen Anna-Maija?Poikkeus 《Learning Environments Research》2018,21(1):19-41
The present educational design research involved analysing Finnish upper secondary school students’ participation in the improvement of their psychosocial and technology-enhanced physical learning environment (LE). It examined which LE characteristics students considered important when redesigning their LE, and whether they felt that their ideas for improvement had been taken into account in the LE change process and if there was an improvement in these characteristics. A Learning Environment Design (LED) framework balancing the various LE dimensions, namely, communality and individuality, comfort and health, novelty and conventionality, was utilised in the analysis for four sets of data collected for four cycles: (a) co-design activities (students, n = 11) and (b) student feedback (n = 175); (c) professional design evaluation (students, n = 2); and (d) student satisfaction survey (n = 83). Students considered all LE dimensions important. In addition, they felt that their wishes were generally taken into account in the redesign and also they perceived an improvement in most of the LE characteristics. Student involvement helped to avoid overly radical changes, fostered a participatory culture, and contributed to understanding what students view as important to their learning and wellbeing. The study demonstrated the usefulness of the LED-framework for LE design and suggests content-related design principles to serve as a starting point in LE improvement projects involving learners. 相似文献