How do novice teachers in Finland perceive their professional agency?

References

• Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308–319.10.1016/j.tate.2010.08.013
   Web of Science ®Google Scholar
• Aspfors, J., & Bondas, T. (2013). Caring about caring: Newly qualified teachers’ experiences of their relationships within the school community. Teachers and Teaching, 19, 243–259.10.1080/13540602.2012.754158
   Web of Science ®Google Scholar
• Beauchamp, C., & Thomas, L. (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50, 6–13.10.1016/j.ijer.2011.04.003
   Google Scholar
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.10.1016/j.tate.2003.07.001
   Web of Science ®Google Scholar
• Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749–764.10.1016/S0742-051X(00)00023-8
   Web of Science ®Google Scholar
• Biesta, G., & Tedder, M. (2007). Agency and learning in the life course: Towards an ecological perspective. Studies in the Education of Adults, 39, 132–149.
   Google Scholar
• Billett, S. (2006). Work, subjectivity and learning. In S. Billett, T. Fenwick, & M. Somerville (Eds.), Work, subjectivity and learning. Understanding learning through working life (pp. 1–20). Dordrecht: Springer.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.10.1191/1478088706qp063oa
   Google Scholar
• Caspersen, J., & Raeen, F. D. (2013). Novice teachers and how they cope. Teachers and Teaching: Theory and Practice, 20, 189–211.
   Web of Science ®Google Scholar
• Cribb, A., & Gewirtz, S. (2007). Unpacking autonomy and control in education: Some conceptual and normative groundwork for a comparative analysis. European Educational Research Journal, 6, 203–213.
   Google Scholar
• Day, C., & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture and Society, 16, 7–23.10.1080/14681360701877743
   Google Scholar
• Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32, 601–616.10.1080/01411920600775316
   Web of Science ®Google Scholar
• Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43, 168–182.10.1016/j.ijer.2006.06.010
   Google Scholar
• Eteläpelto, A., Littleton, K., Lahti, J., & Wirtanen, S. (2005). Students’ accounts of their participation in an intensive long-term learning community. International Journal of Educational Research, 43, 183–207.10.1016/j.ijer.2006.06.011
   Google Scholar
• Eteläpelto, A., & Saarinen, J. (2006). Developing subjective identities through collective participation. In S. Billett, & T. Fenwick M. Somerville (Eds.), Work, subjectivity and learning (pp. 157–177). Dordrecht: Springer Science.
   Google Scholar
• Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65.10.1016/j.edurev.2013.05.001
   Web of Science ®Google Scholar
• Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2014). Identity and agency in professional learning. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (Vol. 2, pp. 645–672). Dordrecht: Springer.10.1007/978-94-017-8902-8
   Google Scholar
• Goodson, I. F., & Lindblad, S. (2011). Conclusions: Developing a conceptual framework for understanding professional knowledge. In I. F. Goodson & S. Lindblad (Eds.), Professional knowledge and educational restructuring in Europe (pp. 99–109). Rotterdam: Sense.10.1007/978-94-6091-379-2
   Google Scholar
• Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future for educational change. Thousand Oaks, CA: Corwin.
   Google Scholar
• Helgøy, I., Homme, A., & Gewirtz, S. (2007). Local autonomy or state control? Exploring the effects of new forms of regulation in education. European Educational Research Journal, 6, 198–202.
   Google Scholar
• Hökkä, P., & Eteläpelto, A. (2014). Seeking new perspectives on the development of teacher education – A study of the Finnish context. Journal of Teacher Education, 65, 39–52.10.1177/0022487113504220
   Web of Science ®Google Scholar
• Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2012). The professional agency of teacher educators amid academic discourses. Journal of Education for Teaching, 38, 83–102.
   Web of Science ®Google Scholar
• Hökkä, P., & Vähäsantanen, K. (2014). Agency-centred coupling – A better way to manage an educational organization? International Journal of Leadership in Education, 17, 131–153.10.1080/13603124.2013.783932
   Google Scholar
• Hong, J. I. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18, 417–440.10.1080/13540602.2012.696044
   Web of Science ®Google Scholar
• Imants, J., Wubbels, T., & Vermunt, J. D. (2013). Teachers’ enactments of workplace conditions and their beliefs and attitudes toward reform. Vocations and Learning, 6, 323–346.10.1007/s12186-013-9098-0
   Web of Science ®Google Scholar
• Ketelaar, E., Beijaard, D., Boshuizen, H. P. A., & den Brok, J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and Teacher Education, 28, 273–282.10.1016/j.tate.2011.10.004
   Web of Science ®Google Scholar
• Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33, 3–18.10.1080/02619760903457735
   Web of Science ®Google Scholar
• Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899–916.10.1016/j.tate.2005.06.003
   Web of Science ®Google Scholar
• Lindblad, S., & Goodson, I. (2010). Researching and teaching profession under restructuring. In I. F. Goodson & S. Lindblad (Eds.), Professional knowledge and educational restructuring in Europe (pp. 1–10). Rotterdam: Sense.
   Google Scholar
• Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27, 812–819.10.1016/j.tate.2011.01.001
   Web of Science ®Google Scholar
• März, V., & Kelchtermans, G. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum. Teaching and Teacher Education, 29, 13–24.10.1016/j.tate.2012.08.004
   Web of Science ®Google Scholar
• Naukkarinen, A. (2010). From discrete to transformed? Developing inclusive primary school teacher education in a Finnish teacher education department. Journal of Research in Special Educational Needs, 10, 185–196.10.1111/j.1471-3802.2010.01168.x
   Google Scholar
• Niemi, H. (2011). Educating student teachers to become high quality professionals – A Finnish case. CEPS Journal, 1, 43–66.
   Google Scholar
• Niemi, H., & Jakku-Sihvonen, R. (2006). Research-based teacher education. In R. Jakku-Sihvonen & H. Niemi (Eds.), Research-based teacher education in Finland. Reflections by Finnish teacher education (pp. 31–50). Turku: Finnish Educational Research Association.
   Google Scholar
• Peters, J., & Pearce, J. (2012). Relationships and early career teacher resilience: A role for school principals. Teachers and Teaching, 18, 249–262.10.1080/13540602.2012.632266
   Web of Science ®Google Scholar
• Piesanen, E., Kiviniemi, K., & Valkonen, S. (2006). Opettajankoulutuksen kehittämisohjelman seuranta ja arviointi 2005. Opettajien peruskoulutus 2005 ja seuranta 2002–2005 [The follow-up and evaluation of the teacher education development program in 2005. Preservice teacher education 2005 and the follow-up 2002–2005] (Research Reports 28 and 29). Jyväskylä: University of Jyväskylä. Institute for Educational Research.
   Google Scholar
• Pillen, M., Beijaard, D., & den Brok, P. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education, 36, 240–260.10.1080/02619768.2012.696192
   Web of Science ®Google Scholar
• Priestley, M., Edwards, R., & Priestley, A. (2012). Teacher agency in curriculum making: Agents of change and spaces for manoeuvre. Curriculum Inquiry, 42, 191–214.10.1111/curi.2012.42.issue-2
   Web of Science ®Google Scholar
• Pyhältö, K., Pietarinen, J., & Soini, T. (2012). Do comprehensive school teachers perceive themselves as active professional agents in school reforms? Journal of Educational Change, 13, 95–116.10.1007/s10833-011-9171-0
   Google Scholar
• Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers’ identity narratives during the first years at work. Teaching and Teacher Education, 30, 120–129.10.1016/j.tate.2012.11.002
   Web of Science ®Google Scholar
• Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11, 45–61.10.1007/s10833-008-9098-2
   Google Scholar
• Sahlberg, P. (2011). The fourth way of Finland. Journal of Educational Change, 12, 173–185.10.1007/s10833-011-9157-y
   Google Scholar
• Simola, H., Rinne, R., & Kivirauma, J. (2002). Abdication of the education state or just shifting responsibilities? The appearance of a new system of reason in constructing educational governance and social exclusion/inclusion in Finland. Scandinavian Journal of Educational Research, 46, 247–264.10.1080/0031383022000005661
   Google Scholar
• Vähäsantanen, K., & Eteläpelto, A. (2011). Vocational teachers’ pathways in the course of a curriculum reform. Journal of Curriculum Studies, 43, 291–312.10.1080/00220272.2011.557839
   Web of Science ®Google Scholar
• Vähäsantanen, K., Hökkä, P., Eteläpelto, A., Rasku-Puttonen, H., & Littleton, K. (2008). Teachers’ professional identity negotiations in two different work organisations. Vocations and Learning, 1, 131–148.10.1007/s12186-008-9008-z
   Web of Science ®Google Scholar
• Vähäsantanen, K., Saarinen, J., & Eteläpelto, A. (2009). Between school and working life: Vocational teachers’ agency in boundary-crossing settings. International Journal of Educational Research, 48, 395–404.10.1016/j.ijer.2010.04.003
   Google Scholar
• van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38, 85–111.10.1080/00220270500109304
   Web of Science ®Google Scholar
• van Veen, K., & Sleegers, P. (2009). Teachers’ emotions in a context of reforms: To a deeper understanding of teachers and reform. In P. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 233–251). New York, NY: Springer.10.1007/978-1-4419-0564-2
   Google Scholar