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Teacher Development
An international journal of teachers' professional development
Volume 19, 2015 - Issue 1
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Articles

The development of teachers’ responses to challenging situations during interaction training

Markus TalvioDepartment of Teacher Education, University of Helsinki, Helsinki, FinlandCorrespondence[email protected]
,
Kirsti LonkaDepartment of Teacher Education, University of Helsinki, Helsinki, Finland
,
Erkki KomulainenDepartment of Teacher Education, University of Helsinki, Helsinki, Finland
,
Marjo KuuselaDepartment of Sport Sciences, University of Jyväskylä, Jyväskylä, Finland
&
Taru LintunenDepartment of Sport Sciences, University of Jyväskylä, Jyväskylä, Finland
Pages 97-115 | Received 28 Jun 2012, Accepted 23 Jul 2013, Published online: 06 Dec 2014

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Read on this site (4)

Minna Kyttälä, Hanna-Maija Sinkkonen & Kristi Kõiv. (2021) Social, emotional, and behavioral strengths and difficulties among sixth grade students: comparing student and teacher ratings in Finland and Estonia. International Journal of School & Educational Psychology 9:1, pages 42-54.
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Iina Männikkö & Jukka Husu. (2018) Uncovering expected teaching actions in attention-demanding teaching situations. Teacher Development 22:5, pages 651-667.
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İkbal Tuba Şahin-Sak, Ramazan Sak & Fatma Tezel-Şahin. (2018) Preschool teachers’ views about classroom management models. Early Years 38:1, pages 35-52.
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Sarah Kearns & Norma Hart. (2017) Narratives of ‘doing, knowing, being and becoming’: examining the impact of an attachment-informed approach within initial teacher education. Teacher Development 21:4, pages 511-527.
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Articles from other publishers (8)

Jirina Karasova & Jan Nehyba. (2023) Student-centered teacher responses to student behavior in the classroom: A systematic review. Frontiers in Education 8.
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Alicja R. Sadownik & Adrijana Višnjić Jevtić. 2023. (Re)theorising More-than-parental Involvement in Early Childhood Education and Care. (Re)theorising More-than-parental Involvement in Early Childhood Education and Care 191 203 .
Minna Berg, Markus Talvio, Lauri Hietajärvi, Isabel Benítez, Valeria Cavioni, Elisabetta Conte, Francisco Cuadrado, Marco Ferreira, Matej Košir, Baiba Martinsone, Veronica Ornaghi, Irena Raudiene, Daiva Šukyte, Sanela Talić & Kirsti Lonka. (2021) The Development of Teachers' and Their Students' Social and Emotional Learning During the “Learning to Be Project”-Training Course in Five European Countries. Frontiers in Psychology 12.
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Natalia Moskvicheva & Svetlana Kostromina. 2019. Modern Technologies for Teaching and Learning in Socio-Humanitarian Disciplines. Modern Technologies for Teaching and Learning in Socio-Humanitarian Disciplines 36 66 .
Markus Talvio & Kirsti Lonka. 2019. Positive Psychological Intervention Design and Protocols for Multi-Cultural Contexts. Positive Psychological Intervention Design and Protocols for Multi-Cultural Contexts 315 339 .
Markus Talvio, Minna Berg, Erkki Komulainen & Kirsti Lonka. (2016) Exploring the Coherence of the Goals Achieved through a Youth Development Programme. Procedia - Social and Behavioral Sciences 217, pages 469-476.
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Markus Talvio, Minna Berg, Topi Litmanen & Kirsti Lonka. (2016) The Benefits of Teachers’ Workshops on Their Social and Emotional Intelligence in Four Countries. Creative Education 07:18, pages 2803-2819.
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Markus Talvio, Minna Berg & Kirsti Lonka. (2015) How does Continuing Training on Social Interaction Skills Benefit Teachers?. Procedia - Social and Behavioral Sciences 171, pages 820-829.
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