Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Tuike Iiskala"'
Autor:
Erika Österholm, Tuike Iiskala, Minna-Kaarina Wuorela, Outi Kortekangas-Savolainen, Mari Murtonen
Publikováno v:
Education Sciences, Vol 13, Iss 10, p 1002 (2023)
Undergraduate interprofessional courses aim to enhance health and social care students’ knowledge and skills for working life. Employing a pre-posttest design, this mixed methods study explored the impact of a new interprofessional course on conten
Externí odkaz:
https://doaj.org/article/198e645b7785408b8c6e33c84f21864c
Publikováno v:
Työelämän tutkimus, Vol 20, Iss 2 (2022)
Työurat ovat kehittymässä yhä monimuotoisemmiksi, ja käsitys vakaasta työurasta tavoiteltavana päämääränä on kyseenalaistettu. Luokanopettajan työ on Suomessa tavoiteltu professio, ja perinteisesti sitä on pidetty yhtenä esimerkkinä v
Externí odkaz:
https://doaj.org/article/1389f35b10a245169227169bee696e62
Publikováno v:
Frontline Learning Research, Vol 3, Iss 1 (2015)
The significance of socially shared metacognitive regulation (SSMR) in collaborative learning is gaining momentum. To date, however, there is still a paucity of research of how SSMR is manifested in asynchronous computer-supported collaborative learn
Externí odkaz:
https://doaj.org/article/35b402dbd14f4c8b99edb4e46f0bb434
Autor:
Anu Warinowski, Sari Harmoinen, Mirva Heikkilä, Marko Lähteenmäki, Kristiina Lappalainen, Sanna Hangelin, Tuike Iiskala, Riitta-Leena Metsäpelto, Mirjamaija Mikkilä-Erdmann, Jukka Husu, Outi Kyrö-Ämmälä, Anu Laine, Pirjo Suvilehto, Anni Holmström, Anna-Maija Poikkeus, Sami Lehesvuori, Ville Mankki
Publikováno v:
Educational Assessment, Evaluation and Accountability. 34:143-172
In the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units prov
Publikováno v:
Instructional Science. 49:687-718
This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown tha
Publikováno v:
Scandinavian Journal of Educational Research. 65:802-818
Teachers’ support concerning learners’ metacognitive awareness (MA) is crucial in learning. Previous research has focused mainly on students’ MA. Therefore, this study describes how subject teacher...
Publikováno v:
Research in Science Education. 51:159-182
This study explored how productive disciplinary engagement (PDE) is associated with the level of cognitive activity and collective group outcome in collaborative learning across multiple contexts. Traditionally, PDE has been studied in a single colla
Publikováno v:
Trends and Prospects in Metacognition Research across the Life Span ISBN: 9783030516727
Socially shared metacognitive regulation (SSMR) has substantially expanded our understanding of metacognitive regulation in collaborative learning environments, as documented in intensifying research over the past 15 years. Designing new, innovative
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a7c627ea3a531f68213e397069a396e9
https://doi.org/10.1007/978-3-030-51673-4_5
https://doi.org/10.1007/978-3-030-51673-4_5
Publikováno v:
Development of Adult Thinking ISBN: 9781315187464
Development of Adult Thinking
Development of Adult Thinking
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::55040200a4a41882f6441b782a6889d1
https://doi.org/10.4324/9781315187464-8
https://doi.org/10.4324/9781315187464-8
In today’s knowledge intensive and post-factual world, student teachers’ relationship towards knowledge is a vital element in learning to teach. Student teachers must have a sense of epistemic agency to see themselves as productive participants i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2590801c48773d348bd5dd3f64e02b7d
http://hdl.handle.net/10852/80952
http://hdl.handle.net/10852/80952