Citations (79)
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Hongzhi Yang & Yang (Frank) Gong. (2023) Preservice teachers’ epistemic agency during practicums: case studies from Macau. Language, Culture and Curriculum 36:4, pages 471-488.
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Tal Carmi & Eran Tamir. (2023) Who Learns to Teach? Student-Teachers as Change Agents, Mentor-Teachers as Learners. European Journal of Teacher Education 46:4, pages 654-670.
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Roosa Yli-Pietilä, T. Soini, J. Pietarinen & K. Pyhältö. (2023) Profiles of teacher’s professional agency in the classroom across time. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Anitta Melasalmi, Saija Tanhuanpää & Teija Koskela. (2023) Knotworking — not working: Interprofessional collaboration and co-figuration of pre-service special education teachers. Research Papers in Education 0:0, pages 1-22.
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Anica Miller-Rushing & Elizabeth Hufnagel. (2023) Trends in K-12 Teacher Agency Research: A Review of Science Education Research. Journal of Science Teacher Education 34:2, pages 157-180.
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Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen & Tiina Soini. (2023) Teacher agency in the professional community and association with burnout: a longitudinal person-centred approach. Research Papers in Education 0:0, pages 1-21.
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Guoyuan Sang, Jiali Huang, Tzuyang Chao, Bixin Ye & Abdulghani Muthanna. (2023) Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure. Educational Studies 59:1, pages 30-47.
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Anu Sepp, Jonna Kangas, Lenita Hietanen & Heikki Ruismäki. (2023) Sources influencing primary school student teachers’ self-efficacy beliefs in their music studies. Music Education Research 25:1, pages 36-48.
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Michelle Attard Tonna & James Calleja. (2023) An investigation of the professional behaviour, status, career and identities of teachers in Malta. European Journal of Teacher Education 46:1, pages 95-113.
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Jenni Sullanmaa, Janne Pietarinen, Lasse Lipponen, Tiina Soini & Kirsi Pyhältö. (2022) The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach. European Early Childhood Education Research Journal 30:6, pages 930-948.
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Lais Oliveira Leite, Sari Havu-Nuutinen & Erkko Sointu. (2022) How environmental and individual factors dynamically influence student teacher professional agency during teacher education. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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Yuan Tao. (2022) Russian language teachers’ professional agency against the backdrop of the New National Teaching Quality Standards in China: an ecological perspective. Current Issues in Language Planning 23:4, pages 347-370.
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Liyuan E, Auli Toom, Jenni Sullanmaa, Janne Pietarinen, Tiina Soini & Kirsi Pyhältö. (2022) How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones?. Learning: Research and Practice 8:2, pages 169-190.
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Josephine Lau, Katja Vähäsantanen & Kaija Collin. (2022) Teachers’ professional agency in a centralisation-decentralisation system and a hierarchical cultural context: the case of Hong Kong. Pedagogy, Culture & Society 0:0, pages 1-21.
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Riikka Sirkko & Marjatta Takala. (2022) Distance education for pupils with intellectual disabilities – teachers’ experiences. Education Inquiry 0:0, pages 1-17.
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Huiyu Tan, Ke Zhao & Fred Dervin. (2022) Experiences of and preparedness for Intercultural Teacherhood in Higher Education: non-specialist English teachers’ positioning, agency and sense of legitimacy in China. Language and Intercultural Communication 22:1, pages 68-84.
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Lais Oliveira Leite, Wooryeon Go & Sari Havu-Nuutinen. (2022) Exploring the Learning Process of Experienced Teachers Focused on Building Positive Interactions with Pupils. Scandinavian Journal of Educational Research 66:1, pages 28-42.
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Lotta Tikkanen, Kirsi Pyhältö, Tiina Soini & Janne Pietarinen. (2021) Crossover of burnout in the classroom – Is teacher exhaustion transmitted to students?. International Journal of School & Educational Psychology 9:4, pages 326-339.
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Lauri Heikonen, Janne Pietarinen, Auli Toom, Tiina Soini & Kirsi Pyhältö. (2020) The development of student teachers’ sense of professional agency in the classroom during teacher education. Learning: Research and Practice 6:2, pages 114-136.
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Jani Ursin, Katja Vähäsantanen, Lynn McAlpine & Päivi Hökkä. (2020) Emotionally loaded identity and agency in Finnish academic work. Journal of Further and Higher Education 44:3, pages 311-325.
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Øyvind Wiik Halvorsen, Liv Eide & Marit Ulvik. (2019) Extension and remodelling of teachers’ perceived professional space. Teachers and Teaching 25:8, pages 1030-1042.
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Sinem Hizli Alkan & Mark Priestley. (2019) Teacher mediation of curriculum making: the role of reflexivity. Journal of Curriculum Studies 51:5, pages 737-754.
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Sotiria Pappa, Josephine Moate, Maria Ruohotie-Lyhty & Anneli Eteläpelto. (2019) Teacher agency within the Finnish CLIL context: tensions and resources. International Journal of Bilingual Education and Bilingualism 22:5, pages 593-613.
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Janne Pietarinen, Kirsi Pyhältö & Tiina Soini. (2019) Shared Sense-making in Curriculum Reform: Orchestrating the Local Curriculum Work. Scandinavian Journal of Educational Research 63:4, pages 491-505.
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Gonca Yangın Ekşi, Burçak Yılmaz Yakışık, Asuman Aşık, Fatima Nur Fişne, Dorota Werbińska & Lili Cavalheiro. (2019) Language teacher trainees’ sense of professional agency in practicum: cases from Turkey, Portugal and Poland. Teachers and Teaching 25:3, pages 279-300.
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Katja Vähäsantanen, Susanna Paloniemi, Päivi Hökkä & Anneli Eteläpelto. (2017) Agentic perspective on fostering work-related learning. Studies in Continuing Education 39:3, pages 251-267.
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Katja Vähäsantanen, Päivi Hökkä, Susanna Paloniemi, Sanna Herranen & Anneli Eteläpelto. (2017) Professional learning and agency in an identity coaching programme. Professional Development in Education 43:4, pages 514-536.
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Carey Philpott & Catriona Oates. (2017) Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us?. Professional Development in Education 43:3, pages 318-333.
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Hannele Niemi, Anne Nevgi & Fisun Aksit. (2016) Active learning promoting student teachers’ professional competences in Finland and Turkey. European Journal of Teacher Education 39:4, pages 471-490.
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Janne Pietarinen, Kirsi Pyhältö & Tiina Soini. (2016) Teacher’s professional agency – a relational approach to teacher learning. Learning: Research and Practice 2:2, pages 112-129.
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Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. (2016) What if teachers learn in the classroom?. Teacher Development 20:3, pages 380-397.
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Rand Quinn & Nicole Mittenfelner Carl. (2015) Teacher activist organizations and the development of professional agency. Teachers and Teaching 21:6, pages 745-758.
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Tiina Soini, Janne Pietarinen, Auli Toom & Kirsi Pyhältö. (2015) What contributes to first-year student teachers’ sense of professional agency in the classroom?. Teachers and Teaching 21:6, pages 641-659.
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Articles from other publishers (46)
Murat Özdemir, Mehtap Naillioğlu Kaymak & Oya Uslu Çetin. (2023) Unlocking teacher potential: The integrated influence of empowering leadership and authentic leadership on teacher self-efficacy and agency in Turkey. Educational Management Administration & Leadership.
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Peter D. Wiens, Leona Calkins & Jacob D. Skousen. (2023) Examining Teacher Leadership in the United States: How do BIPOC Teachers and White Teachers in Urban Environments Experience Shared Leadership?. Urban Education.
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Lenka Kollerová, Petr Květon, Kateřina Zábrodská & Pavlína Janošová. (2023) Teacher exhaustion: The effects of disruptive student behaviors, victimization by workplace bullying, and social support from colleagues. Social Psychology of Education 26:4, pages 885-902.
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Päivi Nilivaara & Tiina Soini. (2023) Alternative futures of Finnish comprehensive school. Policy Futures in Education, pages 147821032311736.
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Anabel Corral-Granados, Anna Cecilia Rapp & Eli Smeplass. (2022) Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions. The Urban Review 55:1, pages 94-132.
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Päivikki Jääskelä, Asko Tolvanen, Victoria I. Marín & Anna-Maija Poikkeus. (2023) Assessment of students’ agency in Finnish and Spanish university courses: Analysis of measurement invariance. International Journal of Educational Research 118, pages 102140.
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Tai-Kuei Yu & Cheng-Min Chao. (2022) Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities. Education and Information Technologies.
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Karen Porter, Paula Jean Miles & David Ian Donaldson. (2022) Teachers’ emotions in the time of COVID: Thematic analysis of interview data reveals drivers of professional agency. Frontiers in Psychology 13.
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Yuan Gao, Yaqiong Cui & Peter I. De Costa. (2022) ‘Agree to disagree’: Reconciling an English teacher’s identity tensions in negotiating an educational reform through a community of practice perspective. Language Teaching Research, pages 136216882211301.
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Yasser F. Hendawy Al-Mahdy, Philip Hallinger, Ehab Omara & Mahmoud Emam. (2022) Exploring how power distance influences principal instructional leadership effects on teacher agency and classroom instruction in Oman: A moderated-mediation analysis. Educational Management Administration & Leadership, pages 174114322211139.
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Chunyan Yang, Mei‐ki Chan, Amanda B. Nickerson, Lyndsay Jenkins, Jia‐Shu Xie & Stephanie S. Fredrick. (2022) Teacher victimization and teachers' subjective well‐being: Does school climate matter?. Aggressive Behavior 48:4, pages 379-392.
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Lotta Tikkanen, Kaisa Haverinen, Kirsi Pyhältö, Janne Pietarinen & Tiina Soini. (2022) Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories. Frontiers in Education 7.
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Jan Varpanen, Antti Laherto, Jaakko Hilppö & Tuulikki Ukkonen-Mikkola. (2022) Teacher Agency and Futures Thinking. Education Sciences 12:3, pages 177.
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Weijia Yang, Citing Li & Xuesong Gao. (2022) Relational Agency of University Teachers of Chinese as a Second Language: A Personal Network Perspective. Frontiers in Psychology 12.
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Grace Winters & Helen Maguire. (2022) 'A time of constant innovation!' - The impact of the COVID-19 pandemic on the teaching of food practical Home Economics in Ireland, and learning for future best practice: an explanatory mixed methods study. Routledge Open Research 1, pages 18.
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Michael Goller & Susanna Paloniemi. 2022. Research Approaches on Workplace Learning. Research Approaches on Workplace Learning
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Milla Räisänen, Liisa Postareff & Sari Lindblom-Ylänne. (2020) Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. European Journal of Psychology of Education 36:4, pages 1135-1157.
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Auli Toom, Kirsi Pyhältö, Janne Pietarinen & Tiina Soini. (2021) Professional Agency for Learning as a Key for Developing Teachers’ Competencies?. Education Sciences 11:7, pages 324.
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A. V. Grigoryeva & E. A. Terentev. (2021) Doctoral Students’ Academic Supervision: A Systematic Review of Approaches to Conceptualization and Empirical Analysis. University Management: Practice and Analysis 25:1, pages 49-61.
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Kirsi Pyhältö, Janne Pietarinen, Kaisa Haverinen, Lotta Tikkanen & Tiina Soini. (2020) Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education 36:1, pages 219-242.
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Burçak YILMAZ YAKIŞIK & Asuman AŞIK. (2020) Research needs in foreign language teacher education: Insights from researchers in Poland, Portugal, and Turkey. The Literacy Trek 6:2, pages 1-27.
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Milla Räisänen, Liisa Postareff, Markus Mattsson & Sari Lindblom-Ylänne. (2018) Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support. Active Learning in Higher Education 21:3, pages 173-188.
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Lotta Tikkanen, Kirsi Pyhältö, Janne Pietarinen & Tiina Soini. (2019) Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress. Journal of Educational Change 21:4, pages 543-567.
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Jian Tao, Ke Zhao & Xiuwen Chen. (2020) The Collective Agency of Language Teachers under the Scheme of Research Excellence: Using a social network approach. Círculo de Lingüística Aplicada a la Comunicación 84, pages 13-25.
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Xianhan Huang & Chun Lai. (2020) Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective. Journal of Workplace Learning 32:6, pages 437-456.
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Mirva Heikkilä, Tuike Iiskala & Mirjamaija Mikkilä-Erdmann. (2020) Voices of student teachers' professional agency at the intersection of theory and practice. Learning, Culture and Social Interaction 25, pages 100405.
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Gayle Jenkins. (2019) Teacher agency: the effects of active and passive responses to curriculum change. The Australian Educational Researcher 47:1, pages 167-181.
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Jose A. Rodriguez, Jose Luis Condom-Bosch, Laura Ruiz & Esther Oliver. (2020) On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers. Frontiers in Psychology 11.
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Burçak Yılmaz Yakışık, Fatıma Nur Fişne & Gonca Yangın Ekşi. (2019) Sense of professional agency in ELT practicum: Comparison of Polish, Portuguese, and Turkish contexts. Dil ve Dilbilimi Çalışmaları Dergisi 15:4, pages 1317-1331.
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Miao Pei & Hongzhi Yang. (2019) Developing teacher agency and self-regulation in a professional training program: a case study in a rural and ethnic minority area of China. Asia Pacific Education Review 20:4, pages 625-639.
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Rama Adithya Varanasi, René F. Kizilcec & Nicola Dell. (2019) How Teachers in India Reconfigure their Work Practices around a Teacher-Oriented Technology Intervention. Proceedings of the ACM on Human-Computer Interaction 3:CSCW, pages 1-21.
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A R Ningsih, R N Afifah, Qonita, Y Gumala, H Handayani, A Suhandi, E Syaodih, B Maftuh, N Hermita & A Samsudin. (2019) A preliminary study: how is extent the fourth-grade students understanding of the magnetic force?. Journal of Physics: Conference Series 1280:5, pages 052048.
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Mo Wang & Dora Ho. (2019) A quest for teacher leadership in the twenty-first century – emerging themes for future research. International Journal of Educational Management 34:2, pages 354-372.
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Katja Vähäsantanen, Eija Räikkönen, Susanna Paloniemi, Päivi Hökkä & Anneli Eteläpelto. (2018) A Novel Instrument to Measure the Multidimensional Structure of Professional Agency. Vocations and Learning 12:2, pages 267-295.
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Xiaolei Ruan & Xinmin Zheng. (2019) The rhetoric and the reality: Exploring the dynamics of professional agency in the identity commitment of a Chinese female teacher. Learning, Culture and Social Interaction 21, pages 348-361.
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Jan D. Vermunt, Maria Vrikki, Nicolette van Halem, Paul Warwick & Neil Mercer. (2019) The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education 81, pages 61-73.
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Linor L. Hadar & Maya Benish‐Weisman. (2018) Teachers’ agency: Do their values make a difference?. British Educational Research Journal 45:1, pages 137-160.
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Christina Richardson. 2019. Negotiating Identity in Modern Foreign Language Teaching. Negotiating Identity in Modern Foreign Language Teaching
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Katja Vähäsantanen & Anneli Eteläpelto. 2018. The Impact of Digitalization in the Workplace. The Impact of Digitalization in the Workplace
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Lotta Tikkanen, Kirsi Pyhältö, Tiina Soini & Janne Pietarinen. (2017) Primary determinants of a large-scale curriculum reform. Journal of Educational Administration 55:6, pages 702-716.
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Salomėja Šatienė. (2017) Self-directed learning in later life: motives and learning competences of retired teachers. e-Pedagogium 17:2, pages 50-61.
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Auli Toom, Janne Pietarinen, Tiina Soini & Kirsi Pyhältö. (2017) How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community?. Teaching and Teacher Education 63, pages 126-136.
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Päivi Hökkä, Katja Vähäsantanen & Salme Mahlakaarto. (2017) Teacher educators' collective professional agency and identity – Transforming marginality to strength. Teaching and Teacher Education 63, pages 36-46.
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