2,040
Views
15
CrossRef citations to date
0
Altmetric
Articles

From university to working life: an analysis of field-based studies in early childhood teacher education and recently graduated kindergarten teachers’ transition to work

, &
Pages 197-210 | Received 22 Oct 2014, Accepted 20 Jan 2015, Published online: 06 Mar 2015

References

  • Act on Children’s Day-Care. 1973. “Laki lasten päivähoidosta 19.1.1973/36 [Act on Children’s Day-care].” http://www.finlex.fi/fi/laki/ajantasa/1973/19730036.
  • Allen, J. M., and S. E. Wright. 2014. “Integrating Theory and Practice in the Pre-service Teacher Education Practicum.” Teachers and Teaching: Theory and Practice 20 (2): 131–151.
  • Beck, U. 1994. “The Reinvention of Politics: Towards a Theory of Reflective Modernization.” In Reflexive Modernization. Politics, Tradition and Aesthetics in the Modern Social Order, edited by U. Beck, A. Giddens, and S. Lash, 1–55. Cambridge: Polity Press.
  • Cheng, M. M. H., S. Y. F. Tang, and A. Y. N. Cheng. 2012. “Practicalising Theoretical Knowledge in Student Teachers’ Professional Learning in Initial Teacher Education.” Teaching and Teacher Education 28: 781–790.10.1016/j.tate.2012.02.008
  • Clandinin, D. J., and M. F. Connelly. 1995. Teachers’ Professional Knowledge Landscapes. New York: Teachers College Press.
  • Darling-Hammond, L. 2010. “Teacher Education and the American Future.” Journal of Teacher Education 61 (1–2): 35–47.10.1177/0022487109348024
  • Dewey, J. 1963. Experience and Education. New York: Collier.
  • Fenstermacher, G. D. 1986. “Philosophy of Research on Teaching: Three Aspects.” In Handbook of Research on Teaching. 3rd ed. edited by M. C. Witrock, 37–49. New York: Macmillan.
  • Fransson, G., and C. Gustafsson. 2008. Newly Qualified Teachers in Northern Europe. Gävle: Gävle University Press.
  • Gholami, K., and J. Husu. 2010. “How Do Teachers Reason About Their Practice? Representing the Epistemic Nature of Teachers’ Practical Knowledge.” Teaching and Teacher Education 26: 1520–1529.10.1016/j.tate.2010.06.001
  • Giddens, A. 1994. “Living in a Post-traditional Society.” In Reflexive Modernization. Politics, Tradition and Aesthetics in the Modern Social Order, edited by U. Beck, A. Giddens, and S. Lash, 56–109. Cambridge: Polity Press.
  • Handal, G., and P. Lauvås. 1987. Promoting Reflective Thinking: Supervision in Practice. Milton Keynes: The Society for Research into Higher Education & Open University Press.
  • Hänninen, S.-L., and S. Valli. 1986. Suomen lastentarhatyön ja varhaiskasvatuksen historia [History of Finnish Early Childhood Education and Work in Kindergarten]. Helsinki: Otava.
  • Hargreaves, A. 1994/2000. Changing Teachers Changing Times: Teachers’ Work and Culture in the Postmodern Age. London: Continuum.
  • Harrison, J. K., T. Lawson, and A. Wortley. 2005. “Mentoring the Beginning Teacher: Developing Professional Autonomy Through Critical Reflection on Practice.” Reflective Practice 6 (3): 419–441.10.1080/14623940500220277
  • Heikkinen, H. L. T., P. Tynjälä, and H. Jokinen. 2010. “Kohti yhteisöllistä oppimista.” [Towards Communal Learning]. In VERME Vertaisryhmämentorointi työssä oppimisen tukena [Peer-group Mentoring as Support for Workplace Based Learning], edited by H. L. T. Heikkinen, H. Jokinen, and P. Tynjälä, 179–184. Helsinki: Tammi.
  • Hiltula, A., L. Isosomppi, H. Jokinen, and A. Oksakari. 2010. “Mentoroinnin merkitys yksilölle ja yhteisöille.” [Meaning of Mentoring Programmme for Individuals and Communities]. In VERME Vertaisryhmämentorointi työssä oppimisen tukena [Peer-group Mentoring as Support for Workplace Based Learning], edited by H. L. T. Heikkinen, H. Jokinen, and P. Tynjälä, 84–98. Helsinki: Tammi.
  • Husu, J. 2002. Representing the Practice of Teachers’ Pedagogical Knowing. Research in Educational Sciences 9. Turku: Finnish Educational Research Association.
  • Hytönen, J. 1995. “The Role of School Practice in Teacher Education.” In Discussions on Some Educational Issues VI, edited by P. Kansanen, 77–83. Research Report 145. Helsinki: Helsinki University Press.
  • Ingersoll, R. M., and M. Strong. 2011. “The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research.” Review of Educational Research 81: 201–233. Originally published online at: http://rer.sagepub.com/content/81/2/201.10.3102/0034654311403323
  • Jokinen, H., Å. Morberg, K. Poom-Valickis, and V. Rothma. 2008. “Mentoring Newly Qualified Teachers in Estonia, Finland and Sweden.” In Newly Qualified Teachers in Northern Europe, edited by G. Fransson and C. Gustafsson, 76–106. Gävle: Gävle University Press.
  • Jyrhämä, R. 2006. “The Function of Practical Studies in Teacher Education.” In Research-based Teacher Education in Finland. Reflections by Finnish Teacher Educators, edited by R. Jakku-Sihvonen and H. Niemi, 51–69. Turku: Finnish Educational Research Association.
  • Kansanen, P., K. Tirri, M. Meri, L. Krokfors, J. Husu, and R. Jyrhämä. 2000. Teachers’ Pedagogical Thinking: Theoretical Landscapes, Practical Challenges. New York: Peter Lang.
  • Karila, K. 2008. “A Finnish Viewpoint on Professionalism in Early Childhood Education.” European Early Childhood Education Research Journal 16 (2): 210–223.10.1080/13502930802141634
  • Karila, K., and P. Kupila. 2010. “Varhaiskasvatuksen työidentiteettien muotoutuminen eri ammattilaissukupolvien ja ammattiryhmien kohtaamisissa [Professional Identities and Professional Generations in Early Childhood Education].” Työsuojelurahaston hanke 108267. Loppuraportti. Tampereen yliopisto Opettajankoulutuslaitos. Varhaiskasvatuksen yksikkö.
  • Kessels, J., and F. Korthagen. 2001. “The Relation between Theory and Practice: Back to the Classics.” In Linking Practice and Theory. The Pedagogy of Realistic Teacher Education, edited by F.A.J. Korthagen in cooperation with J. Kessels, B. Koster, B. Lagerwerf, and T. Wubbels, 20–31. London: Lawrence Erlbaum Associates.
  • Kinos, J. 2008. “Professionalism – A Breeding Ground for Struggle: The Example of the finnish Day-care Centre.” European Early Childhood Education Research Journal 16 (2): 224–241.10.1080/13502930802141642
  • Korthagen, F. 2001. “Teacher Education: A Problematic Enterprise.” In Linking Practice and Theory: The Pedagogy of Realistic Teacher Education, edited by F. A. J. Korthagen in cooperation with J. Kessels, B. Koster, B. Lagerwerf, and T. Wubbels, 1–19. London: Lawrence Erlbaum Associates.
  • Liinamaa, T. 2014. The Nature of Meaningful Student-Mentor – Relationships in Preschool Teacher Education. Jyväskylä: University of Jyväskylä.
  • Lunenberg, M., and F. Korthagen. 2009. “Experience, Theory and Practical Wisdom in Teaching and Teacher Education.” Teachers and Teaching: Theory and Practice 15 (2): 225–240.10.1080/13540600902875316
  • van Manen, M. 1991. The Tact of Teaching. The Meaning of Pedagogical Thoughtfulness. Albany: State University of New York Press.
  • van Manen, M. 1999. “Knowledge, Reflection and Complexity in Teacher Practice.” In Changing Schools/Changing Practices: Perspectives on Educational Reform and Teacher Professionalism, edited by M. Lang, J. Olson, Henning Hansen, and W. Bunder, 65–76. Louvain: Garant Publishers.
  • Marcos, J. J. M., E. S. Miguel, and H. Tillema. 2009. “Teacher Reflection on Action: What is Said (in Research) and What is Done (in Teaching).” Reflective Practice 10 (2): 191–204.10.1080/14623940902786206
  • Ministry of Education and Culture. 2014. “Varhaiskasvatuksen historia, nykytila ja kehittämisen suuntalinjat [Finnish Early Childhood Education – History, Present State and Guidelines for Future Development].” Opetus- ja kulttuuriministeriön työryhmämuistioita ja selvityksiä [Past, Present and Outline for Future Development of Early Education and Care in Finland] 12: 131.
  • Oberhuemer, P. 2014. “Ausgewählte Konzepte der fachpraktischen Ausbildung in Europa. Impulse für Deutschland? [Selected Approaches towards Workplace-based Learning and Mentoring Practices in Early Childhood Teacher Education in Europe. Impetus for Germany?].” In Weiterbildungsinitiative Frühpädagogische Fachkräfte, edited by L. Balduzzi, J. J. Jensen, A. Jonsdóttir, M. Kalliala, M. Karlsson Lohmander, W. Klages, A. Lazzari, et al. 31–35. München: WiFF Studien, Band 22.
  • Onnismaa, E.-L., and M. Kalliala. 2010. “Finnish ECEC Policy: Interpretation, Implementation and Implications.” Early Years 30 (3): 267–277.10.1080/09575146.2010.511604
  • Onnismaa, E.-L., and L. Tahkokallio. 2012. “Why Do Kindergarten Teachers Leave the Field – And What Would Make Them Stay?” Paper presented at the annual meeting for Supporting New Teachers International Conference on Research for Induction of Newly Qualified Teachers, Tallinn, May 9–11.
  • Onnismaa, E.-L., L. Tahkokallio, L. Lipponen, and J. Reunamo. 2013. “The Impact of Educational Background on the Early Attrition and Job Commitment Among Kindergarten Teachers.” Paper presented at the annual meeting for EECERA, Tallinn, August 28–31.
  • Onnismaa, E.-L., L. Tahkokallio, L. Lipponen, and J. Reunamo. 2014. “Commitment to Kindergarten Teacher’s Job – Students’ Viewpoints and Induction Training.” Paper presented at the annual meeting for EECERA, Crete, September 7–10.
  • Praktikumikäsikirja [Handbook for Practical Studies]. 2004/2009. Studia Pædagogica 33 [Handbook for Practical Studies]. Department of Teacher Education, Faculty of Behavioural Sciences, University of Helsinki. http://www.helsinki.fi/behav/praktikumikasikirja/etusivu.htm.
  • Syrjäläinen, E., and R. Jyrhämä. 2005. “Kenttäkouluverkosto – yliopiston ja koulun kumppanuutta opettajaksi ja opettajana kasvamiseksi.” [Field School Network – Cooperation between Schools and Universities to Become a Teacher and Grow as One]. In Koulutuksen kulttuurit ja hyvinvoinnin politiikat [The Cultures of Education and the Politics of Wellbeing], edited by A.-L. Huttunen and A. M. Kokkonen, 417–422. http://ebooks.jyu.fi/isbn9513923843.pdf
  • Tsui, A. B. M. 2009. “Distinctive Qualities of Expert Teachers.” Teachers and Teaching: Theory and Practice 15 (4): 421–439.10.1080/13540600903057179
  • Verloop, N., J. Van Driel, and P. Meijer. 2001. “Teacher Knowledge and the Knowledge Base of Teaching.” International Journal of Educational Research 35: 441–461.10.1016/S0883-0355(02)00003-4
  • Ward, J. R., and S. S. McCotter. 2004. “Reflection as a Visible Outcome for Pre-service Teachers.” Teaching and Teacher Education 20: 243–257.10.1016/j.tate.2004.02.004
  • Zanting, A., N. Verloop and J. D. Vermunt. 2003. “How do Student Teachers Elicit their Mentor Teachers’ Practical Knowledge.” Teacher and Teaching: Theory and Practice 9 (3): 197–211.
  • Zeichner, K. 2010. “Rethinking the Connections between Campus Courses and Field Experiences in College- and University-based Teacher Education.” Journal of Teacher Education 61 (1–2): 89–99.10.1177/0022487109347671

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.