Erika Löfström

TL;DR: The results of a study on strategic planning and implementation of information and communication technology (ICT) in teaching and the level of quality awareness in web-based teaching at the University of Helsinki indicate that strategic planning has proceeded well and all the faculties of the University have developed virtual university strategies.

TL;DR: In this paper, the authors explore the professional identity development among student teachers in a five-year integrated teacher education program in Estonia and find that the practice periods appear to be highly influential for identity development.

TL;DR: The authors explored academic conceptions about their role in promoting academic integrity in two countries, namely New Zealand and Finland, using Q methodology to find common configurations of perspectives that can help us understand the premises based on which academics approach the tasks and roles associated with teaching academic integrity.

TL;DR: The authors found that students who continued in teacher education exhibited stronger beliefs about the teacher as pedagogue and aligned less with the belief that the teacher's role is to be a subject matter expert than peers who did not choose teacher education.

TL;DR: In this article, the authors explored Estonian novice teachers' perspectives on relationships with mentors and experiences of mentoring and mentors' tasks during their first year of teaching, i.e., the induction year.