Investigating Finnish teacher educators’ views on research‐based teacher education

By L. Krokfors, Heikki Kynäslahti, Katariina Stenberg, Auli Toom, Katriina Maaranen, Riitta Jyrhämä, Reijo Byman, Pertti Kansanen. 2011

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Subfields: Education

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What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, unknown): “The target time for completing an MA degree in educational sciences is five years and the studies are funded by the state (e.g. Hökkä & Eteläpelto, 2013; Krokfors et al., 2011; Sahlberg, 2011; Soini et al., 2010).”
Beginning student teachers’ teacher identities based on their practical theories (2014, background): “During their studies, student teachers also learn formal research skills, with the aim of giving them the ability to integrate research and theory in practice (for more, see Krokfors et al. 2011, as well as Kansanen 2007; Krokfors 2007; Toom et al. 2010; Westbury et al. 2005).”
Teaching: A practical or research-based profession? Teacher candidates' approaches to research-based teacher education (2018, background): “Nevertheless, whether a teacher education programme is understood in terms of a paradigm, orientation, leading principle or organising theme, it should reflect what that particular teacher education programme envisages and aims to achieve (Krokfors, 2011; Zeichner & Conklin, 2005).”