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

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


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Ministry reporting: Yes

Preliminary JUFO rating: 1


Last updated on 2021-18-11 at 08:01