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 editors: Torvelainen, Päivi; Tarnanen, Mirja; Aalto, Eija; Hankala, Mari; Kainulainen, Johanna

Parent publication: Opetuksen ja oppimisen ytimessä

Parent publication editors: Luukka, Emilia; Palomäki, Annika; Pihkala-Posti, Laura; Hanska, Jussi

eISBN: 978-952-5993-32-5

Journal or series: Ainedidaktisia tutkimuksia

ISSN: 1799-9596

eISSN: 1799-960X

Publication year: 2021

Number in series: 19

Pages range: 119-141

Number of pages in the book: 317

Publisher: Tampereen yliopisto

Place of Publication: Tampere

Publication country: Finland

Publication language: Finnish

Persistent website address: http://hdl.handle.net/10138/333969

Publication open access: Openly available

Publication channel open access: Open 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.


Keywords: teacher training; students; scientific thought; academic writing; science communication; writing; content analysis; text types

Free keywords: pre-service teachers; academic literacies; academic writing


Contributing organizations


Ministry reporting: Yes

VIRTA submission year: 2021

JUFO rating: 1


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