A1 Journal article (refereed)
Teachers as learners : a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi (2021)
Näykki, P., Kontturi, H., Seppänen, V., Impiö, N., & Järvelä, S. (2021). Teachers as learners : a qualitative exploration of pre-service and in-service teachers’ continuous learning community OpenDigi. Journal of Education for Teaching, 47(4), 495-512. https://doi.org/10.1080/02607476.2021.1904777
JYU authors or editors
Publication details
All authors or editors: Näykki, Piia; Kontturi, H.; Seppänen, V.; Impiö, N.; Järvelä, S.
Journal or series: Journal of Education for Teaching
ISSN: 0260-7476
eISSN: 1360-0540
Publication year: 2021
Publication date: 29/03/2021
Volume: 47
Issue number: 4
Pages range: 495-512
Publisher: Routledge
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1080/02607476.2021.1904777
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/74935
Abstract
This study explores pre-service and in-service teachers’ experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and in-service teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants’ written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, self-regulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers’ role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education.
Keywords: teachers; lifelong learning; collaborative learning; teacher training
Free keywords: continuous learning; in-service teachers; learning community; pre-service teachers; teacher education
Contributing organizations
Related projects
- OpenDigi
- Vesisenaho, Mikko
- Ministry of Education and Culture
- Teacher educators' emotional agency and interaction skills in digital environments
- Näykki, Piia
- Ministry of Education and Culture
Ministry reporting: Yes
Reporting Year: 2021
JUFO rating: 1