An elementary teacher’s narrative identity work at two points in time two decades apart

The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher’s identity work in the context of teaching mathematics at two points in time—the present, as an experienced teacher, and two decades prior, as a pre-service teacher. As part of our narrative approach, this study introduces a biography-stimulated recall method and exemplifies its use. The findings account for continuity and change in a teacher’s identity over time and broaden understanding of influences on identity in pre- and in-service teaching stages. The central role of crisis in teachers’ identity development, particularly when initiated within teacher education contexts, is highlighted. Methodological considerations in narrative follow-up studies are discussed.     

Future Directions in Research on Mathematics-Related Teacher Identity

Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on teacher identity in mathematics education. Among other issues, we highlight that general education research on identity has infrequently informed research on mathematics-related teacher identity. This not only limits the transfer of knowledge but also isolates mathematics education from general education research. We suggest that connecting these lines of research and their findings may not only strengthen mathematics education research and mathematics teaching and learning but also contribute to less isolation within the discipline as a whole.     

Social Contradictions in Informational Capitalism: The Case of Finnish Wage Earners and Their Labor Market Situation

Along with the diffusion of information and communication technologies (ICTs), work processes are becoming ever more knowledge intensive. In keeping with this trend, the number of informational (or knowledge) workers in Finland has more than tripled from 12% in 1988 to 39% in 2000. What makes the Finnish case unique and interesting is the exceptional speed with which the information sector of the economy has grown. A few years after facing the most severe economic recession in its history in the early 1990s, Finland is now considered to have an advanced information economy. However, our empirical analysis--based on survey data from 1988, 1994, and 2000--yields a somewhat more critical picture of the Finnish information society than what usually comes across in the mainstream media. The opportunities for social equality offered by the growth of informational work are far more limited than was the case with the transition from agricultural to industrial production.     

European Lifelong Guidance Policy Network representatives’ conceptions of the role of information and communication technologies related to national guidance policies

This article reports findings from a phenomenographic investigation into European Lifelong Guidance Policy Network representatives’ conceptions of the role of information and communication technologies (ICT) related to national lifelong guidance policies. The role of ICT in relation to national lifelong guidance policies was conceived as (1) unexploited, (2) emerging, (3) acknowledged but fragmented, and (4) strategic. The hierarchical structure of the findings may serve as a tool to enable policy makers and other stakeholders to deepen their understanding of critical aspects that may have an important role in relation to further developments and the successful implementation of existing and emerging technologies in the guidance service sector.     

Socio-emotional orientations and teacher change

In this article we consider how elementary education students’ views of mathematics changed during their mathematics methods course. We focus on four female students: two started the course with mainly positive views of mathematics and a task orientation, two with negative views of the subject and an ego-defensive orientation. The biggest change observed was that the trainees’ views of teaching and learning mathematics became more positive. Moreover, what had been an ego-defensive orientation changed towards a social-dependence orientation. The crucial facilitators of change seemed to be (1) handling of and reflection on one’s experiences of learning and teaching mathematics, (2) exploring content with concrete materials, and (3) collaboration with a partner or working as a tutor of mathematics.

Human information behaviour and physiological measurements as a basis to tailor health information. An explorative study in a physical activity intervention among prediabetic individuals in Northern Finland

Objective: To explore through an interdisciplinary approach the potential to tailor health information on the basis of human information behaviour (HIB) on par with the results of basic physiological measurements of individuals’ health. Methods: The data were collected at the baseline of a physical activity and diabetes prevention intervention with 72 prediabetic participants, conducted in Oulu, Finland, by the University of Oulu and Oulu Deaconess Institute in 2010. Body mass index (BMI), fitness classifications and glucose values were obtained from all prediabetic participants. The interest in, the search for and the use of information on nutrition, physical activity and diabetes were examined through a self‐report questionnaire with a response rate of 95.8%. The data were analysed with the SPSS statistics 18 software. Results and conclusions: The study shows that information behaviour of prediabetic individuals differs according to their BMI and fitness level. Poor physical fitness classifications and high BMI values were associated with an increased desire to receive tailored information on nutrition and physical activity frequently. These results add knowledge on the types and preferred frequencies of tailored information. Because of the small sample size, the results should be validated further.