The Development of Student Teachers' Sense of Professional Agency in the Classroom during Teacher Education

Autor/inn/en	Heikonen, Lauri; Pietarinen, Janne; Toom, Auli; Soini, Tiina; Pyhältö, Kirsi
Titel	The Development of Student Teachers' Sense of Professional Agency in the Classroom during Teacher Education
Quelle	In: Learning: Research and Practice, 6 (2020) 2, S.114-136 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heikonen, Lauri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2373-5082
DOI	10.1080/23735082.2020.1725603
Schlagwörter	Student Teachers; Student Empowerment; Preservice Teacher Education; Learning Motivation; Self Efficacy; Learning Strategies; Foreign Countries; Elementary School Teachers; Educational Environment; Reflection; Modeling (Psychology); Cooperative Learning; Finland + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Studienberechtigung; Lehramtsstudiengang; Lehrerausbildung; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Modeling; Modelling; Modellierung; Kooperatives Lernen; Finnland
Abstract	Teacher education needs to facilitate the development of student teachers' capacity for active and skilful learning in classroom interaction, referred to as sense of professional agency in the classroom. It consists of motivation to learn, self-efficacy beliefs about learning, and strategies promoting one's own and pupils' learning in the classroom. However, not much is known about how student teachers' sense of professional agency in the classroom develops during teacher education. This longitudinal study investigated the interrelations between the components of Finnish student teachers' (N = 268) sense of professional agency in the classroom during teacher education. Structural equation modelling was used to analyse the data that was collected annually during the bachelor's degree phase of primary school teacher education. The results showed that the construction of student teachers' sense of professional agency in the classroom was based on being able to interpret and analyse classroom interaction and became more strongly related to their abilities to use peers, more experienced teachers, and pupils as resources in constructing supportive collaborative learning environments and developing functional engaging teaching methods. The findings suggest that professional agency in the classroom is a functional integrative concept for investigating student teacher learning and developing teacher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01