A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Crossing boundaries : pre-service teachers' situated and imagined views of socioemotional competence and dialogicality (2025)


Lehtinen, A., Kostiainen, E., & Näykki, P. (2025). Crossing boundaries : pre-service teachers' situated and imagined views of socioemotional competence and dialogicality. Learning, Culture and Social Interaction, 50, Article 100880. https://doi.org/10.1016/j.lcsi.2024.100880


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatLehtinen, Auli; Kostiainen, Emma; Näykki, Piia

Lehti tai sarjaLearning, Culture and Social Interaction

ISSN2210-6561

eISSN2210-657X

Julkaisuvuosi2025

Ilmestymispäivä16.12.2024

Volyymi50

Artikkelinumero100880

KustantajaElsevier

JulkaisumaaAlankomaat

Julkaisun kielienglanti

DOIhttps://doi.org/10.1016/j.lcsi.2024.100880

Julkaisun avoin saatavuusAvoimesti saatavilla

Julkaisukanavan avoin saatavuusOsittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/99066


Tiivistelmä

Pre-service teachers often hold idealistic or static views of socioemotional competence. More research is needed on their situated reflections and imagined futures. This study focuses on pre-service secondary teachers' situated and imagined views of the socioemotional and dialogical dimensions of becoming and being a teacher. The study took place within multidisciplinary collaboration, online teaching, and the COVID pandemic. Fourteen pre-service teachers' interviews were analyzed with reflexive thematic analysis, applying the concept of boundary crossing. Our findings indicated three boundaries: between (1) disciplines, (2) online and face-to-face practices, and (3) being a student and being a teacher. In their situated views, pre-service teachers crossed disciplinary boundaries in collaboration with the help of social cohesion, perceived a threshold in online interaction, and held a normative conception of talkativeness. In their imagined futures, they struggled to specify socioemotional competence, emphasized challenging situations as a boundary, and expressed dialogical and monological voices regarding teachers' competences. There were tensions at the boundary between situated and imagined views, indicating idealized beliefs. Implications include providing safe spaces and time for collaborative boundary crossing and critical reflection. Our study addresses teachers' socioemotional competence and dialogicality amid crises and further theorizes the boundary between the situated and the imagined.


YSO-asiasanatopettajuusammatti-identiteettiopettajankoulutusvuorovaikutusyhteisöllinen oppiminensosioemotionaaliset taidot

Vapaat asiasanatsocioemotional competence; dialogic interactions; boundary crossing; teacher education; secondary education; situated learning


Liittyvät organisaatiot

JYU-yksiköt:


Hankkeet, joissa julkaisu on tehty


OKM-raportointiKyllä

VIRTA-lähetysvuosi2025

Alustava JUFO-taso1


Viimeisin päivitys 2025-25-01 klo 20:05