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

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Heikonen , L , Pietarinen , J , Toom , A , Soini , T & Pyhältö , K 2020 , ' The development of student teachers’ sense of professional agency in the classroom during teacher education ' , Learning: Research and Practice , vol. 6, 2020 , no. 2 , pp. 114-136 . https://doi.org/10.1080/23735082.2020.1725603

Title: The development of student teachers’ sense of professional agency in the classroom during teacher education
Author: Heikonen, Lauri; Pietarinen, Janne; Toom, Auli; Soini, Tiina; Pyhältö, Kirsi
Contributor: University of Helsinki, Centre for Educational Assessment CEA
University of Helsinki, Doctoral Programme in School, Education, Society, and Culture
University of Helsinki, Doctoral Programme in Cognition, Learning, Instruction and Communication
Date: 2020
Language: eng
Number of pages: 23
Belongs to series: Learning: Research and Practice
ISSN: 2373-5082
URI: http://hdl.handle.net/10138/333397
Abstract: Teacher education needs to facilitate the development of student teachers’ capacity for active and skillful 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 modeling was used to analyze 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 analyze 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.
Subject: 516 Educational sciences
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