Preparing teacher students for the 21st century learning practices: Ways of thinking and working (PREP21) (PREP21)
Main funder
Funder's project number: 273970
Funds granted by main funder (€)
- 368 676,00
Funding program
Project timetable
Project start date: 01/01/2014
Project end date: 31/12/2017
Principal Investigator
Primary responsible unit
Related publications and other outputs
- “Anything taking shape?” : Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education (2022) Pöysä-Tarhonen, Johanna; et al.; A1; OA
- How pre-service teachers perceive their 21st-century skills and dispositions : A longitudinal perspective (2021) Valtonen, Teemu; et al.; A1; OA
- “You really brought all your feelings out” : Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning (2021) Näykki, Piia; et al.; A1; OA
- Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions (2020) Häkkinen, Päivi; et al.; A1; OA
- Examining pre-service teachers' Technological Pedagogical Content Knowledge as evolving knowledge domains : A longitudinal approach (2019) Valtonen, Teemu; et al.; A1; OA
- Student teachers’ feelings of anxiety and exhaustion : can self-regulated learning skills function as an antidote? (2019) Näykki, Piia; et al.; A1
- Pair interactions in online assessments of collaborative problem solving : case-based portraits (2018) Pöysä-Tarhonen, Johanna; et al.; A1; OA
- Case-based Portraits of Contrasting Micro-Interaction Processes During Online Assessment of Collaborative Problem Solving (2017) Pöysä-Tarhonen, Johanna; et al.; A4; OA
- Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study (2017) Näykki, Piia; et al.; A1; OA
- Tracking student teachers’ technology-enhanced collaborative problem solving : Combining objective assessment data with subjective verbal reporting (2016) Pöysä-Tarhonen, Johanna; et al.; A4; OA
