Monthly Archives: November 2014

Growing to be a teacher

This longitudinal study, based on interview and survey data from Estonian student teachers, highlights the role of beliefs about teaching, self efficacy-beliefs and reflection in the process of becoming a professional teacher. This article is a follow-up of “Beliefs about teaching: persistent or malleable? A longitudinal study of prospective student teachers’ beliefs” (with Katrin Poom-Valickis in Teaching and Teacher Education 2013, 35), which was rewarded Best Research Article 2014 by the Estonian Ministry of Education and Research.
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Combining mathematical and pedagogical knowledge: a challenging, yet necessary step in becoming a mathematics teacher

In this article, we investigate through case studies how mathematics student teachers view, justify and assess knowledge in the two domains, i.e. their epistemological beliefs. The article identifies areas that can prove a challenge for the students trying to consolidate knowledge in the two domains, and suggests development foci for teacher education.
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Towards membership of the academic community: Students learning research ethics

The study explored the views and experiences of learning research ethics and becoming members of an academic community among students in behavioral sciences. The authors discuss the interaction between commitment to the ethical principles of the scientific community and socialization. The study is part of the Academy of Finland funded research project “Teaching and Learning Academic Integrity in Social Sciences”.

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Challenges and good practice in academic supervision

The study analysed challenges experienced by university teachers and researchers in supervision. It also mapped out good practices. The challenges and good practices are viewed in light of a systemic approach as manifestations of the individual teachers’ and researchers’ academic communities; the practices, and the cultures prevalent in those communities.
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Teaching academic integrity: whose job is it?

The New Zealand- Finnish cooperation explored how university teachers and researchers conceptualise academic integrity and how they understand their own role in teaching it. On the surface, all agree that academic integrity is important, but there is great variation in how academics believe it should be taught, and how they see their role in it. The study is part of the Academy of Finland funded research project “Teaching and Learning Academic Integrity in Social Sciences”.
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