How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community

被引：42

作者：

Toom, Auli ^{[1
]}

Pietarinen, Janne ^{[2
]}

Soini, Tiina ^{[3
]}

Pyhalto, Kirsi ^{[1
,4
]}

机构：

[1] Univ Helsinki, Ctr Res & Dev Higher Educ, Fac Behav Sci, POB 9 Siltavuorenpenger 5A, FIN-00014 Helsinki, Finland

[2] Univ Eastern Finland, Sch Appl Educ & Teacher Educ, POB 86 Kuninkaankartanonkatu 5, Savonlinna 57101, Finland

[3] Univ Tampere, Sch Educ, Akerlundinkatu 5, FI-33014 Tampere, Finland

[4] Univ Oulu, Dept Educ Sci & Teacher Educ, POB 2000, Oulu 90014, Finland

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 63卷

基金：

芬兰科学院;

关键词：

Student teachers; Professional agency; Learning; Teacher education; Learning environment; SCHOOL TEACHERS; FIT INDEXES; SUPPORT; COLLABORATION; PERSPECTIVES; KNOWLEDGE;

D O I：

10.1016/j.tate.2016.12.013

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigated Finnish first year student teachers' (N = 244) sense of professional agency in the professional community, their perceptions of teacher education as a learning environment, and the interrelation between these two. Student teacher's professional agency in the professional community consists of motivation to learn, efficacy beliefs of learning, and intentional strategies for promoting school development and student learning. The results showed that student teachers' sense of professional agency in a professional community consisted of the complementary components of utilization of feedback, appreciation of collective efficacy, sense of community, striving for developments, and seeking help actively. As the characteristics of the learning environment, social support, equality, climate and recognition were emphasized. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：126 / 136

页数：11

共 50 条

[41] Preschool teachers' learning opportunities in their initial teacher education and in-service professional development - do they have an influence on preschool teachers' science-specific professional knowledge and motivation? [J].

Barenthien, Julia ;

Oppermann, Elisa ;

Anders, Yvonne ;

Steffensky, Mirjam .

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2020, 42 (05) :744-763

[42] Empowering Teachers: Self-Regulated Learning Strategies for Sustainable Professional Development in Initial Teacher Education at Higher Education Institutions [J].

Rodriguez-Gomez, David ;

Munoz-Moreno, Jose Luis ;

Ion, Georgeta .

SUSTAINABILITY, 2024, 16 (07)

[43] Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education [J].

Sime, D ;

Priestley, M .

JOURNAL OF COMPUTER ASSISTED LEARNING, 2005, 21 (02) :130-142

[44] Primary school puberty/sexuality education: student-teachers' past learning, present professional education, and intention to teach these subjects [J].

Goldman, Juliette D. G. ;

Coleman, Stephanie J. .

SEX EDUCATION-SEXUALITY SOCIETY AND LEARNING, 2013, 13 (03) :276-290

[45] How Candidate Teachers Experience Coherence in University Education and Teacher Induction: the Influence of Perceived Professional Preparation at University and Support during Teacher Induction [J].

Martina Alles ;

Jennifer Apel ;

Tina Seidel ;

Kathleen Stürmer .

Vocations and Learning, 2019, 12 :87-112

[46] What makes an online community of practice work? A situated study of Chinese student teachers' perceptions of online professional learning [J].

Hou, Heng .

TEACHING AND TEACHER EDUCATION, 2015, 46 :6-16

[47] Student teachers go online; the need for a focus on human agency and pedagogy in learning about 'e-learning' in initial teacher education (ITE) [J].

Turvey, Keith .

EDUCATION AND INFORMATION TECHNOLOGIES, 2008, 13 (04) :317-327

[48] How is the design of teacher professional development related to teacher learning about classroom discourse? Findings from a one-year intervention study [J].

Hauk, Dennis ;

Groeschner, Alexander ;

Weil, Maralena ;

Boeheim, Ricardo ;

Schindler, Ann-Kathrin ;

Alles, Martina ;

Seidel, Tina .

JOURNAL OF EDUCATION FOR TEACHING, 2023, 49 (05) :826-840

[49] Special education teachers' experienced burnout and perceived fit with the professional community: A 5-year follow-up study [J].

Soini, T. ;

Pietarinen, J. ;

Pyhaeltoe, K. ;

Haverinen, K. ;

Jindal-Snape, D. ;

Kontu, E. .

BRITISH EDUCATIONAL RESEARCH JOURNAL, 2019, 45 (03) :622-639

[50] Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice [J].

Daniel, Graham R. ;

Auhl, Greg ;

Hastings, Wendy .

ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION, 2013, 41 (02) :159-172

← 1 2 3 4 5 →