Johanna Kainulainen

Bio: Johanna Kainulainen is an academic researcher from University of Jyväskylä. The author has contributed to research in topics: Teacher education & Competence (human resources). The author has an hindex of 2, co-authored 2 publications receiving 55 citations.

Professional Agency and Its Features in Supporting Teachers' Learning during an In-Service Education Programme.

Abstract: Research has shown that professional agency is pivotal for understanding teachers’ professional learning in different contexts. However, we lack an elaborated understanding of teachers’ professiona...

Diagnostinen arviointi suomen kielen ja kirjallisuuden pedagogiikan opintojakson opiskelua ja opetusta ohjaamassa

Abstract: The article deals with diagnostic assessment conducted in the Finnish language and literature course for classroom teacher students. The research context was a hybrid learning environment, where the students evaluated both their linguistic and pedagogical competence using a self-assessment tool. The research questions were 1) what kind of linguistic competence the students showed in the beginning of the course, 2) how the results of linguistic competence and self-assessment were related, and 3) how the final grade of Finnish language and literature and the matriculation examination test of Finnish predicted the results of a diagnostic test. The data of the pilot research consisted of the results of a diagnostic test of 127 students and their self-assessment based on a five-step criterion-referenced scale. The research was quantitative and statistical methods were used in the analysis. The results showed that there were statistically reliable connections between the results of the self-assessment and the diagnostic test. With the help of the test, it is possible to assess different areas of students’ linguistic competence to some extent reliably.

Etäopiskelun kuormittavuus- ja voimavaratekijät: Opettajaopiskelijoiden kokemuksia covid-19-pandemian ajalta

Abstract: Tutkimuksessa tarkastellaan opettajaopiskelijoiden kokemuksia kuormittavuus- ja voimavaratekijöistä covid-19-pandemiasta seuranneen etäopetusjakson aikana sekä kuormituksen ja voimavarojen välistä yhteyttä. Tutkimusaineisto kerättiin etäopetusjakson aikana tammikuussa 2022 verkkokyselyllä (N=76). Vastaajista suurin osa (74 %) oli toisen vuoden opiskelijoita, jotka olivat opiskelleet siihenastiset opettajaopintonsa koronapandemian aikana etäopetuksessa. Monimenetelmäisen tutkimuksen tulokset osoittavat, että opettajaopiskelijat kokivat kuormittuneisuutta eli uupumusta ja ahdistusta. Lisäksi naiset kokivat miehiä enemmän sekä ahdistusta että uupumusta. Tutkimuksessa tarkasteltiin kuormituksen ja voimavarojen välistä yhteyttä ja huomattiin, että resurssienhallintastrategioista ajan ja opiskeluympäristön hallinta sekä vaivannäön säätely olivat kohtalaisesti yhteydessä opiskeluinnon ulottuvuuksien kanssa. Laadullisen analyysin tulokset avoimista kysymyksistä syventävät analyysia tuoden esille tekijöitä, jotka kuormittivat opettajaopiskelijoita, mutta myös tekijöitä, jotka opiskelijat kokivat voimavaroikseen covid-19-pandemian aikaisessa etäopiskelussa. Opettajankoulutus voi olla keskeisessä roolissa tarjoamassa opettajaopiskelijoille tukea voimavarojen vahvistamiseen myös poikkeusaikana, esimerkiksi mahdollistamalla yhteisön muodostumisen, aktiivisen toiminnan ja informaalin kohtaamisen.

Deep Meaningful Learning

Abstract: Deep meaningful learning is the higher-order thinking and development through manifold active intellectual engagement aiming at meaning construction through pattern recognition and concept association. It includes inquiry, critical thinking, creative thinking, problem-solving, and metacognitive skills. It is a theory with a long academic record that can accommodate the demand for excellence in teaching and learning at all levels of education. Its achievement is verified through knowledge application in authentic contexts.

Pedagogical Consciousness Formation of Future University Educators in the Process of Teaching English

Abstract: The research is devoted to the scientific substantiation of the process of pedagogical consciousness formation of university educators in the process of teaching English, determination of the level of their pedagogical consciousness formation, developing an organization and methodological conditions for pedagogical consciousness formation, determination of the optimal methods of its diagnostics, and further implementation of organization and methodological conditions in the educational process of higher school. The research represents the organization and methodological conditions for the pedagogical consciousness formation of the university educators in the process of teaching English: the training program of theoretical knowledge on the nature and the structure of pedagogical consciousness; ensuring the active learning activities of students to develop the skills of practical application of important pedagogical tools and methodologies; the use of interactive teaching methods to create a learning environment that contributes to the assimilation of moral, ethical and cultural values of pedagogical activity as well as mastering of the self-assessment skills and self-control of the level of pedagogical consciousness formation. The authors define the criteria (content and activity, motivation and value, evaluation and reflection) that provide the effectiveness and optimality of the pedagogical consciousness formation. The positive dynamics of pedagogical consciousness formation of university educators is achieved through the use of the special course “Self-reflection of pedagogical consciousness” which includes pedagogical technologies, interactive and moderation techniques, creative exercises in the process of teaching English. The monitoring analysis of the results of the formative experiment proves that the experimental group, in contrast to the control group, has a higher level of pedagogical consciousness formation.

Becoming interested during teacher education

Abstract: In this article we examine first-year student teachers’ possibilities to become interested in professional issues in teacher education. We study the phenomenon of becoming interested among first-year student teachers via three different kinds of data. We analysed our data through John Dewey’s definition of interest, where a person has an interest if s/he is actively keen on some object that has personal meaning for her/him. According to our data, student teachers adopt an object of interest that teacher educators provide. Learners found it difficult to find the objects of interests by themselves, and it was exceptional for them to find personal meaning and an active state of interest. This is problematic because studying may be performance-oriented without the conditions of interest conceptualised by Dewey. Through our study we also discuss a theoretical approach which would help understand the mechanism behind becoming interested.

Pre-Service Teachers Articulating Their Learning about Meaningful Physical Education.

Abstract: The purpose of this research was to examine pre-service teachers’ articulation of their learning through the development of a shared professional language of teaching practice focused on meaningful...