University of Oulu

Piia Näykki, H. Kontturi, V. Seppänen, N. Impiö & S. Järvelä (2021) Teachers as learners – a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi, Journal of Education for Teaching, 47:4, 495-512, DOI:

Teachers as learners : a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi

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Author: Näykki, Piia1,2; Kontturi, H.2; Seppänen, V.2;
Organizations: 1Faculty of Education and Psychology, University of Jyväskylä, Jyvaskyla, Finland
2Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 2.1 MB)
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Language: English
Published: Informa, 2021
Publish Date: 2021-12-02


This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants’ written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, self-regulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers’ role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education.

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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: 47
Issue: 4
Pages: 495 - 512
DOI: 10.1080/02607476.2021.1904777
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This work was supported by the Finnish Ministry of Education and Culture [grant number OKM/62/523/2017].
Copyright information: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (, which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.