277
Views
1
CrossRef citations to date
0
Altmetric
Research Articles

Knotworking — not working: Interprofessional collaboration and co-figuration of pre-service special education teachers

ORCID Icon, ORCID Icon & ORCID Icon
Pages 516-537 | Received 07 Jun 2021, Accepted 16 Dec 2022, Published online: 05 Mar 2023

References

  • Akkerman, S., and F. A. Bakker. 2011. “Boundary Crossing and Boundary Objects.” Review of Educational Research 81 (2): 132–169. doi:10.3102/0034654311404435.
  • Akkerman, S., and T. Bruining. 2016. “Multilevel Boundary Crossing in Professional Development School Partnership.” Journal of the Learning Sciences 25 (2): 240–284. doi:10.1080/10508406.2016.1147448.
  • Alford, J., and B. W. Head. 2017. “Wicked and Less Wicked Problems: A Typology and Contingency Framework.” Policy and Society 36 (3): 397–413. doi:10.1080/14494035.2017.1361634.
  • Anspal, T., Ä. Leijen, and E. Löström. 2019. “Tensions and the Teacher’s Role in Student Teacher Identity Development in Primary and Subject Teacher Curricula.” Scandinavian Journal of Educational Research 63 (5): 679–695. doi:10.1080/00313831.2017.1420688.
  • Atkinson, M., M. Jones, and E. Lamont 2007. Multi-agency Working and Its Implications for Practice: A Review of the Literature. CfBT Education Trust. Retrieved from https://www.nfer.ac.uk/media/2001/mad01.pdf
  • Bandura, A. 1989. “Human Agency in Social Cognitive Theory.” American Psychologist 44 (9): 1175–1184. doi:10.1037/0003-066X.44.9.1175.
  • Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: Freeman.
  • Bandura, A. 2006. “Toward a Psychology of Human Agency.” Perspectives on Psychological Science 1 (2): 164–180. doi:10.1111/j.1745-6916.2006.00011.x.
  • Beauchamp, C., and L. Thomas. 2011. “New Teachers’ Identity Shifts at the Boundary of Teacher Education and Initial Practice.” International Journal of Educational Research 50 (1): 6–13. doi:10.1016/j.ijer.2011.04.003.
  • Biesta, G., M. Priestley, and S. Robinson. 2015. “The Role of Beliefs in Teacher Agency.” Teachers and Teaching: Theory and Practice 21 (6): 624–640. doi:10.1080/13540602.2015.1044325.
  • Biesta, G., and M. Tedder. 2007. “Agency and Learning in the Lifecourse: Towards an Ecological Perspective.” Studies in the Education of Adults 39 (2): 132–149. doi:10.1080/02660830.2007.11661545.
  • Björn, P. M., M. Aro, T. Koponen, L. S. Fuchs, and D. H. Fuchs. 2016. “The Many Faces of Special Education within RTI Frameworks in the United States and Finland.” Learning Disability Quarterly 39 (1): 58–66. doi:10.1177/0731948715594787.
  • Coronado, J. M. 2011. “Stressors That Beginning Teachers Encounter.” National Teacher Education Journal 4 (4): 43–45.
  • Darling-Hammond, L. 2006. “Constructing 21st-century Teacher Education.” Journal of Teacher Education 57 (3): 300–314. doi:10.1177/0022487105285962.
  • Derry, S., R. R. Barron, R. Engle, J. L. Lemke, J. L. Lemke, J. L. Lemke, J. L. Lemke, J. L. Lemke, M. G. Sherin, and B. L. Sherin. 2010. “Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics.” Journal of the Learning Sciences 19 (1): 3–53. doi:10.1080/10508400903452884.
  • Edwards, A. 2005. “Relational Agency: Learning to Be a Resourceful Practitioner.” International Journal of Educational Research 43 (3): 168–182. doi:10.1016/j.ijer.2006.06.010.
  • Edwards, A. 2010. “Relational Agency: Working with Other Practitioners.” In Being an Expert Professional Practitioner, edited by A. Edwards, 61–79. Netherlands: Springer.
  • Edwards, A. 2012. “The Role of Common Knowledge in Achieving Collaboration across Practices.” Learning, Culture and Social Interaction 1 (1): 22–32. doi:10.1016/j.lcsi.2012.03.003.
  • Edwards, A. 2017. Working Relationally in and across Practices: A cultural-historical Approach to Collaboration. New York: Cambridge University Press.
  • Edwards, A., and C. D'Arcy. 2004. “Relational Agency and Disposition in Sociocultural Accounts of Learning to Teach.” Educational Review 56: 147–155.
  • Emirbayer, M., and A. Mische. 1998. “What is Agency?.” The American Journal of Sociology 103 (4): 962–1023.
  • Engeström, Y. 1987. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit.
  • Engeström, Y. 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133–156. doi:10.1080/13639080020028747.
  • Engeström, Y. 2004. “New Forms of Learning in co-configuration Work.” Journal of Workplace Learning 16 (1/2): 11–21. doi:10.1108/13665620410521477.
  • Engeström, Y. 2008. From Teams to Knot: Activity-theoretical Studies of Collaboration and Learning at Work. New York: Cambridge University Press.
  • Engeström, Y. 2011. “Activity Theory and Learning at Work.” In The SAGE Handbook of Workplace Learning, edited by M. Malloch, L. Cairns, K. Evans, and B. N. O’Connor, 86–104. Los Angeles: SAGE.
  • Engeström, Y. 2015. Learning and Expanding with Activity Theory: An Activity- Theoretical Approach to Developmental Research. 2nd ed. Cambridge: Cambridge University Press.
  • Finnish National Agency for Education. 2016. “National Core Curriculum for Basic Education 2014.” In Publications 2016: 5. Helsinki: Finnish National Agency for Education.
  • Finnish National Agency for Education. 2018. “National Core Curriculum for Early Childhood Education and Care 2018.” In Regulations and Guidelines, Vol. 2018. Helsinki: Finnish National Agency for Education.
  • Finnish National Board on Research Integrity TENK. 2019. The Ethical Principles of Research with Human Participants and Ethical Review in the Human Sciences in Finland. Retrieved from https://tenk.fi/en/advice-and-materials.
  • Flores, A. M., and C. Day. 2006. “Context Which Shape and Reshape New Teachers’ Identities: A multi-perspective Study.” Teaching and Teacher Education 22 (2): 219–232. doi:10.1016/j.tate.2005.09.002.
  • Friend, M., and L. Cook. 2003. “Interactions: Collaboration Skills for School Professionals.” In (4th Ed). Boston: Allyn & Bacon.
  • Fuller, A., and L. Unwin. 2004. “Expansive Learning Environments: Integrating Organizational and Personal Development.” In Workplace Learning in Context, edited by H. Rainbird, A. Fuller, and A. Munro, 126–144. London: Routledge.
  • Heikkilä, M., T. Iskala, and M. Mikkilä-Erdmann. 2020. “Voices of Student Teachers’ Professional Agency at the Intersection of Theory and Practice.” Learning, Culture and Social Interaction 25: 1–11. doi:10.1016/j.lcsi.2020.100405.
  • Hoffman, J. V., M. Mosley Wetzel, B. Maloch, E. Greeter, L. Taylor, S. DeJulio, and S. K. Vlach. 2015. “What Can We Learn from Studying the Coaching Interactions between Cooperating Teachers and Preservice Teachers? A Literature Review.” Teaching and Teacher Education 52: 99–112. doi:10.1016/j.tate.2015.09.004.
  • Hsieh, H.-F., and S. Shannon. 2005. “Three Approaches to Qualitative Content Analysis.” Qualitative Health Research 15 (9): 1277–1288. doi:10.1177/1049732305276687.
  • Hudson, R., C. A. Davis, G. Blum, R. Greenway, J. Hackett, J. Kidwell, L. Liberty, et al. 2016. “A socio-cultural Analysis of Practitioner Perspectives on Implementation of evidence-based Practice in Special Education.” The Journal of Special Education 50 (1): 27–36. doi:10.1177/0022466915613592.
  • King, F., A. Logan, and A. Lohan. 2019. “Self-study Enabling Understanding of the Scholarship of Teaching and Learning: An Exploration of Collaboration among Teacher Educators for Special and Inclusive Education.” Studying Teacher Education 15 (2): 118–138. doi:10.1080/17425964.2019.1587607.
  • Korkeamäki, R.-L., and M. J. Dreher. 2012. “Implementing Curricula that Depend on the Teacher Professionalism: Finnish Preschool and Early Childhood Core Curricula and literary-related Practices.” European Early Education Research Journal 20 (2): 217–232. doi:10.1080/1350293X.2012.681128.
  • Koskela, T., R. Harju-Autti, and H. -M. Sinkkonen. 2021. Health, Well-Being and Welfare in Youth (Finland). Bloomsbury Eduction and Childhood Studies. doi:10.5040/9781350996533.005.
  • Law 1183. 2021 on Amending the Early Childhood Education Act.
  • Law 540. 2018. Act on Early Childhood Education.
  • Leijen, Ä., R. Allas, M. Pedaste, D. Knezic, -J.-J. Mena Marcos, P. Meijer, J. Husu, E. Krull, and A. Toom. 2015. “How to Support the Development of Teachers’ Practical Knowledge: Comparing Different Conditions.” Procedia - Social and Behavioral Sciences 191: 1205–1212. doi:10.1016/j.sbspro.2015.04.455.
  • Leontèv, A. N. 1981. “The Problem of Activity in Psychology.” In The Concept of Activity in Soviet Psychology, edited by J. V. Wertsch, 37–71. Armonk, N. Y: Sharp.
  • Lipponen, L., and K. Kumpulainen. 2011. “Acting as Accountable Authors: Creating Interactional Spaces for Agency Work in Teacher Education.” Teaching and Teacher Education 27 (5): 812–819. doi:10.1016/j.tate.2011.01.001.
  • Meister, D. G., and S. Melnick. 2003. “National New Teacher Study: Beginning Teachers‘ Concerns.” Action in Teacher Education 24 (4): 87–94. doi:10.1080/01626620.2003.10463283.
  • Melasalmi, A., and J. Husu. 2019. “Shared Professional Agency in Early Childhood Education.” An in-depth Study of Three Teams. Teaching and Teacher Education 84: 83–94. doi:10.1016/j.tate.2019.05.002.
  • Mellin, E. A. 2009. “Unpacking Interdisciplinary Collaboration in Expanded School Mental Health: A Conceptual Model for Developing the Evidence Base.” Advances in School Mental Health Promotion 2 (3): 4–14. doi:10.1080/1754730X.2009.9715706.
  • Okkolin, M.-A., T. Koskela, P. Engelbrecht, and H. Savolainen. 2018. “Capability to Be Educated – Inspiring and Inclusive Pedagogical Arrangement from Finnish Schools.” Journal of Human Development and Capabilities 19 (4): 421–437. doi:10.1080/19452829.2018.1474858.
  • Pantić, N., and D. Carr. 2017. “Educating Teachers as Agents of Social Justice: A Virtue Ethical Perspective.” In Teacher Education for the Changing Demographics of Schooling Issues for Research and Practice, edited by L. Florian and N. Pantić, 55–65, Cham: Springer International Publishing.
  • Priestley, M., G. Biesta, and S. Robinson. 2016. Teacher Agency: An Ecological Approach. London: Bloomsbury Publishing Plc.
  • Pyhältö, K., J. Pietarinen, and T. Soini. 2015. “Teachers’ Professional Agency and Learning – From Adaption to Active Modification in the Teacher Community.” Teachers and Teaching: Theory and Practice 21 (7): 811–830. doi:10.1080/13540602.2014.995483.
  • Richardson, V. 1996. “The Role of Attitudes and Beliefs in Learning to Teach.” In Handbook of Research on Teacher Education: A Project of the Association of Teacher Educators, edited by J. Sikula, 102–119. New York, NY: Simon & Schuster Macmillan.
  • Rieg, S. A., K. R. Paquette, and Y. Chen. 2007. “Coping with Stress: An Investigation of Novice Teachers’ Stressors in the Elementary Classroom.” Education 128 (2): 211–226.
  • Riessman, C. K. 2008. Narrative Methods for the Human Sciences. Los Angeles: SAGE Publications.
  • Ruohotie-Lyhty, M., and J. Moate. 2016. “Who and How? Preservice Teachers as Active Agents Developing Professional Identities.” Teaching and Teacher Education 55: 318–327. doi:10.1016/j.tate.2016.01.022.
  • Shotter, J., and H. Tsoukas. 2014. “Performing Phronesis: On the Way to Engaged Judgement.” Management Learning 45 (4): 377–396. doi:10.1177/1350507614541196.
  • Sokal, L., and U. Sharma. 2017. “Do I Really Need to Learn to Teach Students with Disabilities? I’ve Been Doing It for Years.” Canadian Journal of Education 40 (4): 739–760.
  • Sokol, B. W., S. Hammond, J. Kuebli, and L. Sweetman. 2015. “The Development of Agency.” In Handbook of Child Psychology and Developmental Science, edited by R. M. Lerner, 284–322. 7th ed. New Jersey: Wiley.
  • Swim, T. J., and Z. Isik-Ercan. 2013. “Dispositional Development as a Form of Continuous Professional Development: Center-Based Reflective Practices with Teachers of (Very) Young Children.” Early Years: An International Research Journal 33 (2): 172–185. doi:10.1080/09575146.2012.753870.
  • Tao, J., and X. Gao. 2017. “Teacher Agency and Identity Commitment in Curricular Reform.” Teaching and Teacher Education 63: 346–355. doi:10.1016/j.tate.2017.01.010.
  • Toom, A., J. Pietarinen, T. Soini, and K. 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: 126–136. doi:10.1016/j.tate.2016.12.013.
  • Toom, A., K. Pyhältö, and F. O’Connell Rust. 2015. “Teacher Professional Agency in Contradictory Times.” Teachers and Teaching: Theory and Practice 21 (6): 615–623. doi:10.1080/13540602.2015.1044334.
  • Tuomainen, J., T. Palonen, and K. Hakkarainen. 2012. “Special Educators’ Social Networks: A Multiple Case Study in Finnish part-time Special Education Context.” Scandinavian Journal of Educational Research 56 (1): 21–38. doi:10.1080/00313831.2011.567394.
  • Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
  • Waitoller, F., and A. Artiles. 2013. “A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for A Research Programme.” Review of Educational Research 83 (3): 319–356. doi:10.3102/0034654313483905.
  • Wenger, E., R. McDermott, and W. M. Snyder. 2002. Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston, MA: Harvard Business School Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.