{"id":3585,"date":"2020-11-01T12:00:08","date_gmt":"2020-11-01T12:00:08","guid":{"rendered":"https:\/\/blogit.utu.fi\/innoplay\/?p=3585"},"modified":"2020-11-29T12:39:40","modified_gmt":"2020-11-29T12:39:40","slug":"tutkimusartikkeli-integrated-initial-and-continuing-training-as-a-way-of-developing-the-professional-agency-of-teachers-and-student-teachers","status":"publish","type":"post","link":"https:\/\/blogit.utu.fi\/innoplay\/tutkimusartikkeli-integrated-initial-and-continuing-training-as-a-way-of-developing-the-professional-agency-of-teachers-and-student-teachers\/","title":{"rendered":"Tutkimusartikkeli: Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers"},"content":{"rendered":"<h4>Highlights<\/h4>\n<div id=\"abstracts\" class=\"Abstracts u-font-serif\">\n<div id=\"abs0015\" class=\"abstract author-highlights\" lang=\"en\">\n<div id=\"abssec0015\">\n<ul>\n<li>Societal changes intensify the need for Teachers\u2019 professional agency.<\/li>\n<li>A continuing training model based on cooperation in boundary spaces was piloted.<\/li>\n<li>Preschool and primary school teachers and student teachers attended pilot training.<\/li>\n<li>The piloted model supports both pre- and in-service teachers\u2019 professional agency.<\/li>\n<li>Boundary spaces offer a fruitful starting point for developing teachers\u2019 PA.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div id=\"abs0010\" class=\"abstract author\" lang=\"en\">\n<h4>Abstract<\/h4>\n<div id=\"abssec0010\">\n<p id=\"abspara0010\">In this paper, we discuss training aimed at supporting the professional agency of teachers and student teachers. Drawing on socio-cultural and post-structural theories, we conceptualize professional agency as achieved by participation in professional practices. We employ our conceptualization in an analysis of a Finnish pilot training that combined initial and continuous training for preschool and primary school teachers. We argue that the practices of reflection and collective enquiry inherent in the model offer a fruitful starting point for further efforts to understand how to support the development of the professional agency of teachers and student teachers simultaneously.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"Keywords u-font-serif\">\n<div id=\"kwrds0010\" class=\"keywords-section\">\n<h4>Keywords<\/h4>\n<div id=\"kwrd0010\" class=\"keyword\">Professional agency, Professional development, Teacher education, Preschool, Primary school<\/div>\n<\/div>\n<\/div>\n<div>\n<hr \/>\n<\/div>\n<div><em>Ukkonen-Mikkola, T. &amp; Varpanen, J. (2020). Integrated initial and continuing training as a way of developing the professional agency of teachers and student teachers. Teaching and Teacher Education, 96. <a href=\"https:\/\/doi.org\/10.1016\/j.tate.2020.103189\">https:\/\/doi.org\/10.1016\/j.tate.2020.103189<\/a><\/em><\/div>\n","protected":false},"excerpt":{"rendered":"<p>Highlights Societal changes intensify the need for Teachers\u2019 professional agency. A continuing training model based on cooperation in boundary spaces was piloted. Preschool and primary school teachers and student teachers attended pilot training. The piloted model supports both pre- and in-service teachers\u2019 professional agency. Boundary spaces offer a fruitful starting point for developing teachers\u2019 PA. [&hellip;]<\/p>\n","protected":false},"author":20754,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[237],"tags":[792,786,798],"class_list":{"0":"post-3585","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-tutkimus","7":"tag-ammatillinen-kehittyminen","8":"tag-ammattiosaaminen","9":"tag-opettajankoulutus","10":"czr-hentry"},"_links":{"self":[{"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/posts\/3585","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/users\/20754"}],"replies":[{"embeddable":true,"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/comments?post=3585"}],"version-history":[{"count":9,"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/posts\/3585\/revisions"}],"predecessor-version":[{"id":3612,"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/posts\/3585\/revisions\/3612"}],"wp:attachment":[{"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/media?parent=3585"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/categories?post=3585"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogit.utu.fi\/innoplay\/wp-json\/wp\/v2\/tags?post=3585"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}