University of Oulu

Päivi Häkkinen, Tuomo Virtanen, Anne Virtanen, Piia Näykki, Johanna Pöysä-Tarhonen, Mikko Niilo-Rämä & Sanna Järvelä (2020) Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions, Journal of Education for Teaching, 46:1, 71-86, DOI: 10.1080/02607476.2019.1708628

Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions

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Author: Häkkinen, Päivi1; Virtanen, Tuomo2; Virtanen, Anne1;
Organizations: 1Finnish Institute for Educational Research, University of Jyväskylä, Finland
2Faculty of Education and Psychology, University of Jyväskylä, Finland
3Department of Educational Sciences, University of Oulu, Finland
4Finnish Institute for Educational Research, University of Jyväskylä, Finland P.O. Box 35, 40014 University of Jyväskylä, Finland
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe202003127999
Language: English
Published: Informa, 2020
Publish Date: 2021-06-29
Description:

Abstract

To support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Finnish first-year pre-service teachers’ (N = 872) in terms of perceptions of their strategic learning skills and collaboration dispositions and what background variables explain membership of the profiles found. Latent profile analysis showed five student profiles corresponding to perceived strategic learning skills and collaboration dispositions. The most robust factor explaining the membership of the profiles was life satisfaction. Pre-service teachers in a profile group of high strategic learning skills and high collaboration dispositions showed the highest anticipated life satisfaction after five years. Obtaining a better understanding of pre-service teachers’ skills and dispositions will provide the basis for deeper exploration of how they may acquire these skills and how instruction can better be designed to assist students in developing these skills.

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Series: Journal of education for teaching. International research and pedagogy
ISSN: 0260-7476
ISSN-E: 1360-0540
ISSN-L: 0260-7476
Volume: 46
Issue: 1
Pages: 71 - 86
DOI: 10.1080/02607476.2019.1708628
OADOI: https://oadoi.org/10.1080/02607476.2019.1708628
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was supported by Academy of Finland [grant number 273970].
Copyright information: © 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 29 Dec 2019, available online: https://doi.org/10.1080/02607476.2019.1708628.