Zobrazeno 1 - 10
of 42
pro vyhledávání: '"Mirja Tarnanen"'
Publikováno v:
Education Sciences, Vol 12, Iss 12, p 900 (2022)
In recent decades, increased diversity and migration have challenged school staff members’ ways of working. This study aimed to identify the challenges faced by Finnish school staff in supporting students with migrant backgrounds, and to elaborate
Externí odkaz:
https://doaj.org/article/c1c2f384a58c4ee88b9c4b331c83e708
Autor:
Merja Kauppinen, Mirja Tarnanen, Reeta Neittaanmäki, Eija Aalto, Mari Hankala, Johanna Kainulainen, Sanna Mustonen, Päivi Torvelainen
Publikováno v:
AFinLA-teema. :184-201
The article deals with diagnostic assessment conducted in the Finnish language and literature course for classroom teacher students. The research context was a hybrid learning environment, where the students evaluated both their linguistic and pedago
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6a18f0791e51c671106513c8fc7242c5
https://doi.org/10.30660/afinla.126158
https://doi.org/10.30660/afinla.126158
Publikováno v:
Teacher Development. 26:432-451
The authors explored five in-service teachers’ experiences of professional development (PD) in Studies in Writing (30 ECTS programme at a Finnish open university) they participated in during their leisure time. Data consist of the teachers’ creat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::13094c93332bcb26ffb3a2f88f2fcd77
https://doi.org/10.1080/13664530.2022.2083220
https://doi.org/10.1080/13664530.2022.2083220
Publikováno v:
Prologi
Tässä artikkelissa tarkastellaan yhtenäiskoulun opettajayhteisön sosiaalista todellisuutta, jota rakennetaan ja ylläpidetään vuorovaikutuksen kautta. Tutkimuksen tarkoituksena on selvittää, millaisia konstruktioita tulevan yhtenäiskoulun op
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::af40477df7444231b45d5c88610c6011
https://journal.fi/prologi/article/view/111551
https://journal.fi/prologi/article/view/111551
Publikováno v:
Digital Education and Learning ISBN: 9783031120695
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d64adecc72136a7c9b39636984b1a014
https://doi.org/10.1007/978-3-031-12070-1_11
https://doi.org/10.1007/978-3-031-12070-1_11
Autor:
Mirja Tarnanen, Eija Räikkönen, Anne Martin, Vili Kaukonen, Emma Kostiainen, Teppo Toikka, Ville Vauhkonen
Publikováno v:
Scandinavian Journal of Educational Research. 67:252-267
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::efe1e9aae8cee1952c6740598950f6b0
https://doi.org/10.1080/00313831.2021.2006303
https://doi.org/10.1080/00313831.2021.2006303
Publikováno v:
Education Sciences; Volume 12; Issue 12; Pages: 900
In recent decades, increased diversity and migration have challenged school staff members’ ways of working. This study aimed to identify the challenges faced by Finnish school staff in supporting students with migrant backgrounds, and to elaborate
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::78200144e9d57c5923d2bcffc45fa04a
Publikováno v:
Professional Development in Education. :1-15
Amidst societal, demographic and educational changes, teachers are expected to engage in professional development and learning (PDL) throughout their careers. This study explores school teachers’ mental models about their work in the framework of S
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a7aa4243ea1e5e976e043e2aac02ccd8
https://doi.org/10.1080/19415257.2021.1959383
https://doi.org/10.1080/19415257.2021.1959383
Autor:
Mirja Tarnanen, Teppo Toikka
This study examined representations of Finnish basic education teachers’ mental models of collaboration to reveal the background features that enable or hinder changes in a school community and teacher collaboration. In this case study, we explored
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c3bee95446a761af39eb4562f47c8443
http://urn.fi/URN:NBN:fi:jyu-202203282088
http://urn.fi/URN:NBN:fi:jyu-202203282088
Publikováno v:
Volume: 11, Issue: 2 165-186
Journal of Teacher Education and Educators
University of Jyväskylä
Journal of Teacher Education and Educators
University of Jyväskylä
In this article, we report a case study of our experiences of a curriculum reform process based on the principles of phenomenon-based learning in higher education in the context of Finnish teacher education. We explore how democracy and participation
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::406e2c28228ae121e2c6f89c5177fce1
https://dergipark.org.tr/tr/pub/jtee/issue/72413/1039786
https://dergipark.org.tr/tr/pub/jtee/issue/72413/1039786