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21.
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. 相似文献
22.
Sonja Lutovac Raimo Kaasila 《International Journal of Science and Mathematics Education》2018,16(4):759-776
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. 相似文献
23.
Raimo Kaasila Markku S. Hannula Anu Laine 《International Journal of Science and Mathematics Education》2012,10(4):975-995
In this study, we consider 5 preservice teachers who had negative views of mathematics at the beginning of elementary teacher education. We focus on methodological challenges: how to analyze their mathematical identity talk which to some readers can sound incoherent. Teacher change studies have often ignored the methodological challenges on which we focus on in this article. We compare preservice teachers’ talk at the beginning and at the end of a mathematics education course. When analyzing the data, we combined discursive, rhetorical, and narrative approaches. We identified 6 central interpretative repertoires that were manifested in preservice teachers’ identity talk: Victim, Ego-defensive, Fatalist, Gaining an Insight, Self-development, and Responding to the Expectations of the Change. The Ego-defensive and Fatalist repertoires were activated especially when students talked about mathematical tests. The most central rhetorical devices were category entitlement, categorization, active voicing, use of disclaimer, and use of metaphors or extreme utterances. At the end of the course, the talk of the more confident preservice teachers was more coherent than the others’ talk. Our study shows that combining different approaches can bring useful views for understanding preservice teachers’ multiple identities. 相似文献
24.
Jaana Kettunen Raimo Vuorinen Outi Ruusuvirta 《International Journal for Educational and Vocational Guidance》2016,16(3):327-342
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. 相似文献
25.
Socio-emotional orientations and teacher change 总被引:1,自引:0,他引:1
Raimo Kaasila Markku S. Hannula Anu Laine Erkki Pehkonen 《Educational Studies in Mathematics》2008,67(2):111-123
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.
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Raimo KaasilaEmail: |
26.
Enwald HP Niemelä RM Keinänen-Kiukaanniemi S Leppäluoto J Jämsä T Herzig KH Oinas-Kukkonen H Huotari ML 《Health information and libraries journal》2012,29(2):131-140
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. 相似文献