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 toimittajat: Lehtinen, Auli; Kostiainen, Emma; Näykki, Piia
Lehti tai sarja: Learning, Culture and Social Interaction
ISSN: 2210-6561
eISSN: 2210-657X
Julkaisuvuosi: 2025
Ilmestymispäivä: 16.12.2024
Volyymi: 50
Artikkelinumero: 100880
Kustantaja: Elsevier
Julkaisumaa: Alankomaat
Julkaisun kieli: englanti
DOI: https://doi.org/10.1016/j.lcsi.2024.100880
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain 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-asiasanat: opettajuus; ammatti-identiteetti; opettajankoulutus; vuorovaikutus; yhteisöllinen oppiminen; sosioemotionaaliset taidot
Vapaat asiasanat: socioemotional competence; dialogic interactions; boundary crossing; teacher education; secondary education; situated learning
Liittyvät organisaatiot
Hankkeet, joissa julkaisu on tehty
- Yliopistojen profiloitumisen vahvistaminen kilpaillulla rahoituksella (Profi7), SA Profilointi 2023-2028
- Kunttu, Henrik
- Suomen Akatemia
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2025
Alustava JUFO-taso: 1