A3 Book section, Chapters in research books
Luokanopettajaopiskelijat tekstien tuottajina yhden yliopistovuoden aikana (2021)


Torvelainen, P., Tarnanen, M., Aalto, E., Hankala, M., & Kainulainen, J. (2021). Luokanopettajaopiskelijat tekstien tuottajina yhden yliopistovuoden aikana. In E. Luukka, A. Palomäki, L. Pihkala-Posti, & J. Hanska (Eds.), Opetuksen ja oppimisen ytimessä (pp. 119-141). Tampereen yliopisto. Ainedidaktisia tutkimuksia, 19. http://hdl.handle.net/10138/333969


JYU authors or editors


Publication details

All authors or editorsTorvelainen, Päivi; Tarnanen, Mirja; Aalto, Eija; Hankala, Mari; Kainulainen, Johanna

Parent publicationOpetuksen ja oppimisen ytimessä

Parent publication editorsLuukka, Emilia; Palomäki, Annika; Pihkala-Posti, Laura; Hanska, Jussi

eISBN978-952-5993-32-5

Journal or seriesAinedidaktisia tutkimuksia

ISSN1799-9596

eISSN1799-960X

Publication year2021

Number in series19

Pages range119-141

Number of pages in the book317

PublisherTampereen yliopisto

Place of PublicationTampere

Publication countryFinland

Publication languageFinnish

Persistent website addresshttp://hdl.handle.net/10138/333969

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/79289


Abstract

This article reports on a study of how pre-service primary education teachers perceive their academic writing during their first academic year. The data consist of material from a qualitative survey (n=54) responded to by the participants at the beginning of their first and second academic year. The data were analysed using qualitative and quantifying content analysis. The findings show that pre-service teachers recognized 102 texts which they had produced during the academic year. Two approaches were identified in the pre-service teachers’ responses: writer identity and sub-skills related to writing (orientation to genres, writing process, technical skills and knowledge construction). Genres, writing process and technical skills occurred more frequently in student responses than
knowledge construction. During the first academic year the affective expressions related to writing decreased and the description of technical skills increased. Based on our findings, the multifold nature of academic writing should be made more explicit for the student during their studies.


Keywordsteacher trainingstudentsscientific thoughtacademic writingscience communicationwritingcontent analysistext types

Free keywordspre-service teachers; academic literacies; academic writing


Contributing organizations


Ministry reportingYes

Reporting Year2021

JUFO rating1


Last updated on 2024-22-04 at 22:11