References
- Aspfors, J., & Bondas, T. (2013). Caring about caring: Newly qualified teachers’ experiences of their relationships within the school community. Teachers and Teaching, 19(3), 243–259. https://doi.org/10.1080/13540602.2012.754158
- Bakkenes, I., Vermunt, J., Wubbels, T., & Imants, J. (2006). Teachers’ perceptions of the school as a context for workplace learning [ Paper presentation]. Conference of the American Educational Research Association, San Francisco, California.
- Beauducel, A., & Wittmann, W. (2005). Simulation Study on Fit Indexes in CFA Based on Data With Slightly Distorted Simple Structure. Structural Equation Modeling: A Multidisciplinary Journal, 12(1), 41–75. https://doi.org/10.1207/s15328007sem1201_3
- Bergman, L. R., & Trost, K. (2006). The Person-Oriented Versus the Variable-Oriented Approach: Are They Complementary, Opposites, or Exploring Different Worlds? Merrill-Palmer Quarterly, 52(3), 601–632. https://doi.org/10.1353/mpq.2006.0023
- Berlin, K. S., Williams, N. A., & Parra, G. R. (2014). An introduction to latent variable mixture modeling (part 1): Overview and cross-sectional latent class and latent profile analyses. Journal of Pediatric Psychology, 39(2), 174–187. https://doi.org/10.1093/jpepsy/jst084
- Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5–13. https://doi.org/10.3102/0013189X015007007
- Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003
- Bronkhorst, L. H., Meijer, P. C., Koster, B., & Vermunt, J. D. (2011). Fostering meaning-oriented learning and deliberate practice in teacher education. Teaching and Teacher Education, 27(7), 1120–1130. https://doi.org/10.1016/j.tate.2011.05.008
- Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
- Clark, S. K. (2020). Examining the development of teacher self-efficacy beliefs to teach reading and to attend to issues of diversity in elementary schools. Teacher Development, 24(2), 127–142. https://doi.org/10.1080/13664530.2020.1725102
- Darling-Hammond, L. (2008). Teacher learning that supports student learning. In B. Z. Presseisen (Ed.), Teaching for Intelligence (pp. 91–100). Corwin.
- Day, C., & Smethem, L. (2009). The effects of reform: Have teachers really lost their sense of professionalism? Journal of Educational Change, 10(2–3), 141–157. https://doi.org/10.1007/s10833-009-9110-5
- Day, C. (2021). The new Professionalism? How good teachers continue to teach to their best and well in challenging reform contexts. In E. Kuusisto, M. Ubani, P. Nokelainen, & A. Toom (Eds.), Good Teachers for Tomorrow’s Schools: Purpose, Values, and Talents in Education (pp. 37–56). Brill.
- Edwards, A., & D’arcy, C. (2004). Relational agency and disposition in sociocultural accounts of learning to teach. Educational Review, 56(2), 147–155. https://doi.org/10.1080/0031910410001693236
- Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182. https://doi.org/10.1016/j.ijer.2006.06.010
- Edwards, A. (2007). Relational agency in professional practice: A CHAT analysis. Actio: An International Journal of Human Activity Theory, 1, 1–17.
- Elo, A.-L., Leppänen, A., & Jahkola, A. (2003). Validity of a single-item measure of stress symptoms. Scandinavian Journal of Work, Environment & Health, 29(6), 444–451. https://doi.org/10.5271/sjweh.752
- Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962–1023. https://doi.org/10.1086/231294
- Engeström, Y. (2005). Developmental work research: Expanding activity theory in practice. Lehmanns Media.
- Eraut, M. (1995). Schon Shock: A case for refraining reflection-in-action? Teachers and Teaching, 1(1), 9–22. https://doi.org/10.1080/1354060950010102
- Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65. https://doi.org/10.1016/j.edurev.2013.05.001
- Eteläpelto, A., Vähäsantanen, K., & Hökkä, P. (2015). How do novice teachers in Finland perceive their professional agency? Teachers and Teaching: Theory and Practice, 21(6), 660–680. https://doi.org/10.1080/13540602.2015.1044327
- Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825. https://doi.org/10.1016/j.tate.2009.02.021
- Finnish National Board of Education. (2014). A draft of the national core curriculum for basic education. http://www.oph.fi/ops2016
- Flores, M. A. (2005). Mapping new teacher change: Findings from a two-year study. Teacher Development, 9(3), 389–412. https://doi.org/10.1080/13664530500200274
- Gordon, S. C., Dembo, M. H., & Hocevar, D. (2007). Do teachers’ own learning behaviors influence their classroom goal orientation and control ideology? Teaching and Teacher Education, 23(1), 36–46. https://doi.org/10.1016/j.tate.2004.08.002
- Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. The Journal of the Learning Sciences, 15(4), 537–547. https://doi.org/10.1207/s15327809jls1504_4
- Hair, J. F., Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (2010). Multivariate Data Analysis. Pearson Education (Prentice-Hall), Inc.
- Hansén, S.-E., & Eklund, G. (2014). Finnish teacher education – Challenges and possibilities. Journal of International Forum of Researchers in Education, 1(2), 1–12.
- Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626–643. https://doi.org/10.1080/13540602.2018.1465404
- Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. https://doi.org/10.1016/0742-051X(94)00012-U
- Hayes, A. F., & Coutts, J. J. (2020). Use Omega Rather than Cronbach’s Alpha for Estimating Reliability. But…. Communication Methods and Measures, 14(1), 1–24. https://doi.org/10.1080/19312458.2020.1718629
- Heikonen, L., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2017). Early career teachers’ sense of professional agency in the classroom: Associations with turnover intentions and perceived inadequacy in teacher–student interaction. Asia-Pacific Journal of Teacher Education, 45(3), 250–266. https://doi.org/10.1080/1359866X.2016.1169505
- Heikonen, L., Pietarinen, J., Toom, A., Soini, T., & Pyhältö, K. (2020). The development of student teachers’ sense of professional agency in the classroom during teacher education. Learning: Research and Practice, 6(2), 114–136. https://doi.org/10.1080/23735082.2020.1725603
- Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25(1), 207–216. https://doi.org/10.1016/j.tate.2008.09.001
- Hogan, T., Rabinowitz, M., & Craven, J., III. (2003). Representation in teaching: Inferences from research of expert and novice teachers. Educational Psychologist, 38(4), 235–247. https://doi.org/10.1207/S15326985EP3804_3
- Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
- Jääskelä, P., Poikkeus, A., Häkkinen, P., Vasalampi, K., Rasku-Puttonen, H., & Tolvanen, A. (2020). Students’ agency profiles in relation to student-perceived teaching practices in university courses. International Journal of Educational Research, 103, 101604. https://doi.org/10.1016/j.ijer.2020.101604
- Kansanen, P. (2014). Teaching as a Master’s level profession in Finland: Theoretical reflections and practical solutions. In O. McNamara, J. Murray, & M. Jones (Eds.), Workplace learning in teacher education. Professional learning and development in schools and higher education (pp. 279–292). Springer.
- Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18(1), 105–120. https://doi.org/10.1016/S0742-051X(01)00053-1
- Kenny, D. A. (2020). Measuring model fit. Retrieved from http://davidakenny.net/cm/fit.htm
- Klassen, R., Wilson, E., Siu, A. F. Y., Hannok, W., Wong, M. W., Wongsri, N., Sonthisap, P., Pibulchol, C., Buranachaitavee, Y., & Jansem, A. (2013). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. European Journal of Psychology of Education, 28(4), 1289–1309. https://doi.org/10.1007/s10212-012-0166-x
- Korthagen, F. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106. https://doi.org/10.1016/j.tate.2009.05.001
- Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19(2), 149–170. https://doi.org/10.1016/S0742-051X(02)00101-4
- Laursen, B., & Hoff, E. (2006). Person-centered and variable-centered approaches to longitudinal data. Merrill-Palmer Quarterly, 52(3), 377–389. https://doi.org/10.1353/mpq.2006.0029
- Lavigne, A. L. (2014). Beginning teachers who stay: Beliefs about students. Teaching and Teacher Education, 39, 31–43. https://doi.org/10.1016/j.tate.2013.12.002
- Lavonen, J. (2016). Educating professional teachers through the master’s level teacher education programme in Finland. Bordón. Revista de Pedagogía, 68(2), 51–68. https://doi.org/10.13042/Bordon.2016.68204
- Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27(5), 812–819. https://doi.org/10.1016/j.tate.2011.01.001
- Lohman, M. C. (2006). Factors influencing teachers‘ engagement in informal learning activities. Journal of Workplace Learning, 18(3), 141–156. https://doi.org/10.1108/13665620610654577
- Loughran, J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43. https://doi.org/10.1177/0022487102053001004
- McDonald, R. P. (1982). Linear versus models in item response theory. Applied Psychological Measurement, 6(4), 379–396. https://doi.org/10.1177/014662168200600402
- Meade, A. W., Johnson, E. C., & Braddy, P. W. (2008). Power and sensitivity of alternative fit indices in tests of measurement invariance. Journal of Applied Psychology, 93(3), 568–592. https://doi.org/10.1037/0021-9010.93.3.568
- Mehta, C., & Patel, N. (1983). A network algorithm for performing Fisher’s exact test in r × c contingency tables. Journal of the American Statistical Association, 78 (382), 427–434. https://doi.org/10.1080/01621459.1983.10477989
- Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers‘ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47–59. https://doi.org/10.1016/j.tate.2017.03.024
- Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1–10. https://doi.org/10.1016/j.ijer.2014.04.003
- Muir, T., Beswick, K., & Williamson, J. (2010). Up, close and personal: Teachers‘ responses to an individualised professional learning opportunity. Asia-Pacific Journal of Teacher Education, 38(2), 129–146. https://doi.org/10.1080/13598661003677598
- Munthe, E. (2001). Professional Uncertainty/Certainty: How (un)certain are teachers, what are they (un)certain about, and how is (un)certainty related to age, experience, gender, qualifications and school type? European Journal of Teacher Education, 24(3), 355–368. https://doi.org/10.1080/02619760220128905
- Muthén, L., & Muthén, B. O. (1998-2015). Mplus users guide (8th ed.). Muthen and Muthen.
- Naidoo, K., & Kirch, S. A. (2016). Candidates use a new teacher development process, transformative reflection, to identify and address teaching and learning problems in their work with children. Journal of Teacher Education, 67(5), 379–391. https://doi.org/10.1177/0022487116653659
- Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A monte carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535–569. https://doi.org/10.1080/10705510701575396
- Oosterheert, I. E., & Vermunt, J. D. (2001). Individual differences in learning to teach: Relating cognition, regulation and affect. Learning and Instruction, 11(2), 133–156. https://doi.org/10.1016/S0959-4752(00)00019-0
- Pallant, J. (2001). SPSS survival manual. Open University Press.
- Pietarinen, J., Pyhältö, K., Soini, T., & Salmela-Aro, K. (2013). Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education, 35, 62–72. https://doi.org/10.1016/j.tate.2013.05.003
- Pietarinen, J., Pyhältö, K., & Soini, T. (2016). Teacher’s professional agency - A relational approach to teacher learning. Learning: Research and Practice, 2(2), 112–129. https://doi.org/10.1080/23735082.2016.1181196
- 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(3), 240–260. https://doi.org/10.1080/02619768.2012.696192
- 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(1), 95–116. https://doi.org/10.1007/s10833-011-9171-0
- Pyhältö, K., Pietarinen, J., & Soini, T. (2014). Comprehensive school teachers’ professional agency in large-scale educational change. Journal of Educational Change, 15(3), 303–325. https://doi.org/10.1007/s10833-013-9215-8
- Pyhältö, K., Pietarinen, J., & Soini, T. (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. https://doi.org/10.1080/13540602.2014.995483
- Pyhältö, K., Pietarinen, J., Toom, A., Haverinen, K., Beijaard, D., & Soini, T. (submitted). Trajectories of secondary teacher students’ professional agency in classroom. European Journal of Teacher Education.
- Rigelman, N. M., & Ruben, B. (2012). Creating foundations for collaboration in schools: Utilizing professional learning communities to support teacher candidate learning and visions of teaching. Teaching and Teacher Education, 28(7), 979–989. https://doi.org/10.1016/j.tate.2012.05.004
- Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11(1), 45–61. https://doi.org/10.1007/s10833-008-9098-2
- Sahlberg, P. (2011). The fourth way of Finland. Journal of Educational Change, 12(2), 173–185. https://doi.org/10.1007/s10833-011-9157-y
- Servage, L. (2008). Critical and transformative practices in professional learning communities. Teacher Education Quarterly, 35(1), 63–77. https://www.jstor.org/stable/23479031
- Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year student teachers’ sense of professional agency in the classroom? Teachers and Teaching: Theory and Practice, 21(6), 641–659. https://doi.org/10.1080/13540602.2015.1044326
- Soini, T., Pietarinen, J., & Pyhältö, K. (2016). What if teachers learn in the classroom? Teacher Development, 20(3), 380–397. https://doi.org/10.1080/13664530.2016.1149511
- Spilt, J., Koomen, H., & Thijs, J. (2011). Teacher Wellbeing: The Importance of Teacher–Student Relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y
- Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4(2), 171–187. https://doi.org/10.1016/0742-051X(88)90016-9
- Tirri, K. (2014). The last 40 years in Finnish teacher education. Journal of Education for Teaching, 40(5), 600–609. https://doi.org/10.1080/02607476.2014.956545
- Toom, A., Pietarinen, J., Soini, T., & Pyhältö, K. (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. https://doi.org/10.1016/j.tate.2016.12.013
- Tryggvason, M.-T. (2009). Why is Finnish teacher education successful? Some goals Finnish teacher educators have for their teaching. European Journal of Teacher Education, 32(4), 369–382. https://doi.org/10.1080/02619760903242491
- Van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. (2006). Exploring teachers’ will to learn. Teaching and Teacher Education, 22(4), 408–423. https://doi.org/10.1016/j.tate.2005.12.001
- Virtanen, T., Vaaland, G. S., & Ertesvåg, S. K. (2019). Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school. Teaching and Teacher Education, 77, 240–252. https://doi.org/10.1016/j.tate.2018.10.013
- Voss, T., & Kunter, M. (2020). “Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177/0022487119839700
- Webb, R., Vulliamy, G., Hämäläinen, S., Sarja, A., Kimonen, E., & Nevalainen, R. (2004). A comparative analysis of primary teacher professionalism in England and Finland. Comparative Education, 40(1), 83–108. https://doi.org/10.1080/0305006042000184890
- Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21(7), 747–766. https://doi.org/10.1016/j.tate.2005.05.009
- Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher-student relationships in class. International Journal of Educational Research, 43(1–2): 6–24.