Zobrazeno 1 - 10
of 21
pro vyhledávání: '"Olli-Pekka Malinen"'
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Externí odkaz:
https://doaj.org/article/95b93748fb404370a0bcb934e0079438
Autor:
Shuanghong Jenny Niu, Olli-Pekka Malinen, Inkeri Ruokonen, Anitta Melasalmi, Signe Siklander, Xinghua Wang, Heyi Zhang, Tarja-Riitta Hurme, Jaakko H. Moilanen, Xiaowei Li, Lijuan Wang
Publikováno v:
Frontiers in Education, Vol 9 (2024)
Early childhood education and care (ECEC) serves as a crucial foundation for children’s holistic growth and lifelong learning. Despite its significance, comparative analyses of leading ECEC documents across cultures remain limited. To address this
Externí odkaz:
https://doaj.org/article/80db13c91d374dde8588605346567b55
Publikováno v:
Education Sciences, Vol 14, Iss 1, p 113 (2024)
Research on how teachers learn to co-teach is scarce. In this systematic review, the PRISMA method was used to examine the relationship between teacher learning and co-teaching in professional development programmes. Inclusion criteria was used to id
Externí odkaz:
https://doaj.org/article/006f7c8008624e8eac0aea911d1bef71
Publikováno v:
International Journal of Inclusive Education. 26:958-972
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclus
Autor:
Olli-Pekka Malinen, Hiroshi Shimada, Asko Tolvanen, Rihei Koike, Akie Yada, Hannu Savolainen, Kyoko Imai-Matsumura
Publikováno v:
Teaching and Teacher Education. 81:13-24
The study explores the extent and sources of Teachers’ Self-Efficacy (TSE) for inclusive practices among 261 Japanese and 1123 Finnish teachers. Measurement invariance was tested to ensure the chosen scales’ cross-cultural validity. In both count
Autor:
Olli-Pekka Malinen, Hannu Savolainen
Publikováno v:
Teaching and Teacher Education. 60:144-152
This study investigated how perceived school climate affects teachers' job satisfaction and burnout and how self-efficacy and collective efficacy in behavior management mediate the effect of perceived school climate on job satisfaction and burnout. T
Publikováno v:
Journal of International Special Needs Education. 16:82-93
Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclu
Publikováno v:
European Journal of Special Needs Education. 28:305-318
Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects are discussed. The purpose of this study was to analyse teachers’ attitudes towards inclusive educ
Autor:
Olli-Pekka Malinen, Norma Nel, Dan Tlale, Hannu Savolainen, Petra Engelbrecht, Jiacheng Xu, Mirna Nel
Publikováno v:
Teaching and Teacher Education. 33:34-44
Finnish Graduate School of Contemporary Asian Studies, the Eemil Aaltonen Foundation, the Oskar Oflund Foundation, the University of Eastern Finland
Publikováno v:
The Curriculum Journal. 23:567-584
The quality of teachers is one of the most frequently cited factors explaining the quality of an education system. This article discusses the nature and role teacher education plays as a part of the Finnish education system. Teacher education in Finl