University of Oulu

Lauri Heikonen, Janne Pietarinen, Auli Toom, Tiina Soini & Kirsi Pyhältö (2020) The development of student teachers’ sense of professional agency in the classroom during teacher education, Learning: Research and Practice, 6:2, 114-136, DOI: 10.1080/23735082.2020.1725603

The development of student teachers’ sense of professional agency in the classroom during teacher education

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Author: Heikonen, Lauri1; Pietarinen, Janne2; Toomc, Auli3,4;
Organizations: 1Centre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
2School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland
3Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
4Institute of Education, University of Tartu, Tartu, Estonia
5Faculty of Education and Culture, Tampere University, Tampere, Finland
6Faculty of Educational Sciences, University of Oulu, Oulu, Finland
7Faculty of Education, University of Stellenbosch, Stellenbosch, South-Africa
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.8 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2022031824125
Language: English
Published: Informa, 2020
Publish Date: 2021-08-23
Description:

Abstract

Teacher education needs to facilitate the development of student teachers’ capacity for active and skilful learning in classroom interaction, referred to as sense of professional agency in the classroom. It consists of motivation to learn, self-efficacy beliefs about learning, and strategies promoting one’s own and pupils’ learning in the classroom. However, not much is known about how student teachers’ sense of professional agency in the classroom develops during teacher education. This longitudinal study investigated the interrelations between the components of Finnish student teachers’ (N = 268) sense of professional agency in the classroom during teacher education. Structural equation modelling was used to analyse the data that was collected annually during the bachelor’s degree phase of primary school teacher education. The results showed that the construction of student teachers’ sense of professional agency in the classroom was based on being able to interpret and analyse classroom interaction and became more strongly related to their abilities to use peers, more experienced teachers, and pupils as resources in constructing supportive collaborative learning environments and developing functional engaging teaching methods. The findings suggest that professional agency in the classroom is a functional integrative concept for investigating student teacher learning and developing teacher education.

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Series: Learning. Research and practice
ISSN: 2373-5082
ISSN-E: 2373-5090
ISSN-L: 2373-5082
Volume: 6
Issue: 2
Pages: 114 - 136
DOI: 10.1080/23735082.2020.1725603
OADOI: https://oadoi.org/10.1080/23735082.2020.1725603
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was supported by the Academy of Finland under Grant 1259489 and the Finnish Academy of Science and Letters under Grant Jutikkala.
Copyright information: © 2021 Informa UK Limited. This is an Accepted Manuscript of an article published by Taylor & Francis in Learning: Research and Practice on 23 Feb 2020, available online: http://www.tandfonline.com/10.1080/23735082.2020.1725603.