1 00:00:00,880 --> 00:00:11,350 You very much for some reason to believe here in between being in support from your own, your own and benign intentions, 2 00:00:11,350 --> 00:00:18,100 are we going to of higher education and director of the Centre for University Learning and Teaching 3 00:00:18,100 --> 00:00:23,770 at the University of Helsinki and is also the director of the doctoral programme on Cyclone's, 4 00:00:23,770 --> 00:00:31,090 providing good communication with that person and the vice president of the Finnish Educational Research Association. 5 00:00:31,090 --> 00:00:40,750 And she's conducted research programmes and has written extensively on teacher knowledge and on the competence, 6 00:00:40,750 --> 00:00:49,960 expertise and agency of both featured educators teachers. Of course, those students. 7 00:00:49,960 --> 00:00:57,310 So for today, you're be leading us to the topic of teachers professional conferences, 8 00:00:57,310 --> 00:01:03,110 and I would like to encourage you to engage in conversation with three of your folks 9 00:01:03,110 --> 00:01:11,030 and focus on this and say it's very timely and very comfortable focussing on. 10 00:01:11,030 --> 00:01:29,480 The next month or so, we're not going to. 11 00:01:29,480 --> 00:01:38,860 Yes, good afternoon, everyone, thank you very much for inviting me here tonight in this very interesting, 12 00:01:38,860 --> 00:01:48,480 zero-sum educational research constructed to occupied. 13 00:01:48,480 --> 00:02:00,890 And as I was already told, I am proposing to endorse the decision that she also mentioned, what I want to say is that my background is in the. 14 00:02:00,890 --> 00:02:05,890 Further, I am 40 times my first position on this, and I'm. 15 00:02:05,890 --> 00:02:14,800 Myself, so I have studied to become a primary teacher at university, opposing completely the most for many, many years ago, 16 00:02:14,800 --> 00:02:27,280 and maybe my work has been turned into one three years before coming back to university and continuing my research and then many weeks after that. 17 00:02:27,280 --> 00:02:36,070 So is this my background? And although I know these are higher education and give you a sense of how you use the teaching and learning. 18 00:02:36,070 --> 00:02:44,350 We are university wide centre at the University of Helsinki and we do research and hold conferences and students learning and nature speaking, 19 00:02:44,350 --> 00:02:52,620 and also support their pedagogical do all kinds of things in different. 20 00:02:52,620 --> 00:03:00,740 Context and also the of development based on our research and drawing on. 21 00:03:00,740 --> 00:03:11,470 After we have two more hours, but today my talk is one future professional involvement and say some things to the agency, 22 00:03:11,470 --> 00:03:16,080 mother had been investigating both theories and by encouraging other researchers 23 00:03:16,080 --> 00:03:22,660 ideas and also doing research on our student students teachers in our future. 24 00:03:22,660 --> 00:03:38,410 It is not that cold in housing, you know, Victor Matfield criticising state media looks and looks like that he was warm and then I'm here, you know? 25 00:03:38,410 --> 00:03:45,560 So on this side, you see the overview on, I did not work on my of my talks. 26 00:03:45,560 --> 00:03:51,880 So first, some things about offences and agency, as I said, 27 00:03:51,880 --> 00:03:58,540 based on other researchers in our own understanding of how we understand them to find and find them. 28 00:03:58,540 --> 00:04:04,060 And I talk something about the characteristics of dangerous work because the details and 29 00:04:04,060 --> 00:04:11,850 I'm understandably referring to when we talk about the 162TSI required or needed on this. 30 00:04:11,850 --> 00:04:22,010 For future planning and more in a different way. 31 00:04:22,010 --> 00:04:31,670 Don? Or actually from our research? And how they how they learn. 32 00:04:31,670 --> 00:04:47,340 We'll see you tomorrow. The characteristics of our future integration programmes that seek to cultivate their. 33 00:04:47,340 --> 00:04:53,880 So that's as we all know, one has always also referred in the beginning, 34 00:04:53,880 --> 00:05:03,490 it seems that professional competition and agency are indeed talking amongst researchers amongst teachers and one choice 35 00:05:03,490 --> 00:05:15,330 makers stakeholders in different positions in the united society unrelated to education and schools and the commission. 36 00:05:15,330 --> 00:05:22,230 So they seem to part and parcel the minds of all these, all these people. 37 00:05:22,230 --> 00:05:31,190 If we look at the research papers, policy papers or did you think of so many people have persisted? 38 00:05:31,190 --> 00:05:37,260 Maybe to compensate in ages required teaching. 39 00:05:37,260 --> 00:05:50,020 And as you may know, we have seen on many, many lists of key competencies for and in the profession meeting in future professions, so there are risks. 40 00:05:50,020 --> 00:06:02,200 More expensive or less expensive to cross from many times to home schooling, development, professional learning, maybe many aspects are mentioned, 41 00:06:02,200 --> 00:06:09,910 and it is not always clear enough on which basis things stem from what kind of evidence 42 00:06:09,910 --> 00:06:17,830 is behind behind this list or requirements for or bullet points that are percentage. 43 00:06:17,830 --> 00:06:25,540 There are also intentions and even even constructed programmes, competency based teacher education programmes. 44 00:06:25,540 --> 00:06:31,660 And we know that, for example, in the Netherlands are have been launched. 45 00:06:31,660 --> 00:06:42,100 So in those kind of programmes, the idea is that all the activities or the curriculum, everything in the curriculum are linked to 10 or 15 people. 46 00:06:42,100 --> 00:06:53,300 And since that iterative process? Features and all involved in HIV education being promoted by a vast variety of pharmacological practises. 47 00:06:53,300 --> 00:06:58,910 Assessment, reflection and everything. 48 00:06:58,910 --> 00:06:59,540 And of course, 49 00:06:59,540 --> 00:07:09,410 there is a discussion amongst researchers and policy makers about the learning and development of primary competencies throughout the career. 50 00:07:09,410 --> 00:07:13,550 So what is necessary to learn under your teacher education? 51 00:07:13,550 --> 00:07:21,170 What can we learn? What could be learnt only after being in the profession for a while? 52 00:07:21,170 --> 00:07:33,530 And then the thing that I already mentioned? There is also a discussion on the rotation and the research on the professional consequences. 53 00:07:33,530 --> 00:07:46,290 And relations through features, agency and expertise relating to competition, so really from a variety of perspectives. 54 00:07:46,290 --> 00:08:03,060 Pretty notable features. But if we can when we think about the comprehensive contingency from the viewpoint of the. 55 00:08:03,060 --> 00:08:07,380 So of course, research shows that feature indicators have many, 56 00:08:07,380 --> 00:08:15,180 many ideas or I'll give you a sense of place to influence won't be seen in the curriculum on future information, 57 00:08:15,180 --> 00:08:25,500 but it is finally the place where the key competencies for crucial competencies are defined and put putting them into practise. 58 00:08:25,500 --> 00:08:30,840 So the education curriculum and practises are the places where they are, 59 00:08:30,840 --> 00:08:40,680 where they are realised and really student teachers opportunities to learn professional competencies and agency. 60 00:08:40,680 --> 00:08:46,700 They really depend on this. We can't do that in these countries. 61 00:08:46,700 --> 00:08:58,460 Negotiations are ongoing and an ideological practises are likely to start to build together because they reshape the teacher working on this, 62 00:08:58,460 --> 00:09:07,430 and they might impact on students futures, more features labour. 63 00:09:07,430 --> 00:09:12,050 And at the end, it is the interaction between the teacher educator. 64 00:09:12,050 --> 00:09:24,480 Some student interest in these courses and in the possibly finally shape what they what they learn and what are the consequences and agents. 65 00:09:24,480 --> 00:09:28,160 Senator emphasised. 66 00:09:28,160 --> 00:09:38,300 And I think that the interest in and continues discussion is related to the sort of facial competencies for future some what kind of breed of key 67 00:09:38,300 --> 00:09:45,080 elements or aspects that are really necessary for which students future should 68 00:09:45,080 --> 00:09:52,490 be prepared and who all are the ones who defined them or can define them, 69 00:09:52,490 --> 00:09:57,520 and how the needs of the profession remain the same. 70 00:09:57,520 --> 00:10:03,560 And what kind of core at the core of future teachers work or race and what not on context. 71 00:10:03,560 --> 00:10:10,760 One thing some changes that shape our understanding and. 72 00:10:10,760 --> 00:10:17,000 Amongst them about the key crucial competencies and agency, 73 00:10:17,000 --> 00:10:28,640 and then we don't know very much about how we behave professionally competent features and agency features, there are a lot of theories on that. 74 00:10:28,640 --> 00:10:46,720 There is a lot of discussion on different perspectives, but not that much empirical evidence that this can be an interesting question. 75 00:10:46,720 --> 00:10:54,580 And this first lady's laundry is really to inspect that I just mentioned, I'm present in the previous slide. 76 00:10:54,580 --> 00:10:55,750 So it is, of course, 77 00:10:55,750 --> 00:11:05,170 clear that the government is an agency we aim to promote and one interest only to the broader aspects in the society and the educational system, 78 00:11:05,170 --> 00:11:09,490 and the conditions for vetting for education, teaching and learning. 79 00:11:09,490 --> 00:11:16,590 So they foresee how we how we define. 80 00:11:16,590 --> 00:11:24,930 This new curriculum for basic education and teaching and learning in schools, what we want pupils learning and development, 81 00:11:24,930 --> 00:11:34,350 how they shape the required professional competencies and agency, and how school is an educational institution, influences on these aspects. 82 00:11:34,350 --> 00:11:40,450 And I think that the I perceive that the training education is really clear. 83 00:11:40,450 --> 00:11:45,600 They need to adapt. And when you think about confidence as an agency, 84 00:11:45,600 --> 00:11:58,320 so we focus on our student teachers learning and think about their curriculum and the context and learning environments for them that we aim to build. 85 00:11:58,320 --> 00:12:09,030 And of course, teaching qualifications in each country. They they shape these things as well so that we are able to educate finally as 86 00:12:09,030 --> 00:12:22,120 civilised citizens to the society and behind them in the context where they are. 87 00:12:22,120 --> 00:12:26,530 And so when you look at the teachers and their position in school societies, 88 00:12:26,530 --> 00:12:32,290 I think that we can be understanding that teachers are makers of the many, 89 00:12:32,290 --> 00:12:38,510 although futures work in space is regulated differently in different to of cyber. 90 00:12:38,510 --> 00:12:49,120 So I don't, of course, primarily from companies on this where we have certain certain freedom and certain requirements for teachers. 91 00:12:49,120 --> 00:12:59,380 But students across country safety features are all key persons and schools in the society, 92 00:12:59,380 --> 00:13:05,410 and they are the ones who at the end, educate our people based on putting the paper money. 93 00:13:05,410 --> 00:13:09,100 They are the ones who implement curriculum. 94 00:13:09,100 --> 00:13:18,630 In our case, they are also the ones who are constructed, so they have a big role in constructing and when we think about educating our students. 95 00:13:18,630 --> 00:13:23,290 So we definitely need to take this into account when they go to work. 96 00:13:23,290 --> 00:13:26,410 So so they need to know and be able to do it. 97 00:13:26,410 --> 00:13:29,110 Many, many things related to that. 98 00:13:29,110 --> 00:13:40,120 And they are also the ones who more or less launch innovations and develop schools with broader freedom or more restricted space for students. 99 00:13:40,120 --> 00:13:44,740 It depends on them. 100 00:13:44,740 --> 00:13:58,120 And, you know, context, the interests have relatively broad ideological freedom and autonomy and many responsibilities in class for high school level. 101 00:13:58,120 --> 00:14:08,920 And for this, we also need to cultivate that research towards all teachers research orientation towards work, 102 00:14:08,920 --> 00:14:17,630 and they are also the ones who need to take care of their own matters of professional development and learning learning during the process. 103 00:14:17,630 --> 00:14:23,530 Some of these are really big things whether he'd variants of competency, 104 00:14:23,530 --> 00:14:29,620 some ageism, and they also are the ones who interact with community and society. 105 00:14:29,620 --> 00:14:36,150 No, no, no. I mean, no way. 106 00:14:36,150 --> 00:14:48,540 I think that they are the ones who. Sometimes some eccentric societal changes. 107 00:14:48,540 --> 00:14:58,500 And we when we think of it more closely than the core of features for iPhone, at least easy to upgrade their line, 108 00:14:58,500 --> 00:15:05,640 and then they were from Margaret Lambert, who said that ageing is like a thinking practise. 109 00:15:05,640 --> 00:15:17,040 So it's really demanding and knowledge intensive academic work done in multiple societies and social contexts on human relations. 110 00:15:17,040 --> 00:15:27,330 And at the same time, it requires really long term, systematic and educational planning and planning and occasional processes. 111 00:15:27,330 --> 00:15:40,200 And at the same time, in this brain, really quick and an immediate decision making and problem solving is very, very, very challenging. 112 00:15:40,200 --> 00:15:49,410 Interactions with schoolkids and students in the classroom and colleagues and parents and in other other contexts and school. 113 00:15:49,410 --> 00:15:52,860 So this in a way, really complex. 114 00:15:52,860 --> 00:16:01,560 If you look at their physical characteristics, some say that they that you know when you find your way schizophrenic, 115 00:16:01,560 --> 00:16:09,070 so that at the same time you have a long term plan. And with all the things happening with the colleagues and especially those in the classroom, 116 00:16:09,070 --> 00:16:15,390 you somehow balance it based on faith and to some extent in that same same line. 117 00:16:15,390 --> 00:16:20,170 And I think that this is a fascinating. The challenging aspects when we educate students, 118 00:16:20,170 --> 00:16:30,360 teachers and think about the confidence of an agency that they say for the work and at least in our context, 119 00:16:30,360 --> 00:16:39,510 and if I really can change gears of knowledge, learn from this approach to Beijing that this more and more precise and I think it's a good thing, 120 00:16:39,510 --> 00:16:48,780 but it challenges, features, a digitalisation and increasing diversity and support in the society. 121 00:16:48,780 --> 00:16:59,030 And they owe teachers say that these these are the things that challenge them to manage in the professional and learn continues. 122 00:16:59,030 --> 00:17:05,240 And for this, we really think that who may be feeling the pain and what? 123 00:17:05,240 --> 00:17:18,070 Characteristics of agency eight. So based on our research and we have instructed to really broad areas, 124 00:17:18,070 --> 00:17:25,600 we think that the competencies in learning and instruction in teaching interaction 125 00:17:25,600 --> 00:17:32,110 being and school development on the road areas of interest need to manage. 126 00:17:32,110 --> 00:17:41,980 And in terms of professional agency, we understand it as a classic or intentional management of learning over individual level, 127 00:17:41,980 --> 00:17:44,830 and you become unique in that level of meaning. 128 00:17:44,830 --> 00:17:53,950 Features home learning their colleagues, learning on especially value opportunities and the ability to use. 129 00:17:53,950 --> 00:18:00,700 Understand the reasons for only learning and supporting others and perceiving oneself. 130 00:18:00,700 --> 00:18:10,170 Such continues to learn the ropes in the professions together with others, and he's able to implement one's own expertise. 131 00:18:10,170 --> 00:18:29,970 So and so keeping in mind that there's a context for change in capability is going to be really complex and complex and to cater for to new. 132 00:18:29,970 --> 00:18:40,990 And if we especially look at the competencies and how they are defined, so they are often defined as almost lost in the face. 133 00:18:40,990 --> 00:18:49,240 Including no transcripts. Still, rights and these positions are to act in multiple professional situations, 134 00:18:49,240 --> 00:18:57,460 and they are also especially understood as prerequisites and underlying facets from features for successful 135 00:18:57,460 --> 00:19:06,560 behaviour to promote student learning and skill development and to do with the interests of everyday work. 136 00:19:06,560 --> 00:19:12,730 And as I said in the beginning, so various, there are researchers who understand competencies and. 137 00:19:12,730 --> 00:19:20,820 So you mentioned a variety of companies. Classroom management and health and development school, 138 00:19:20,820 --> 00:19:28,740 the U.S. government and there are researchers who think of competence as an overall broader concept, 139 00:19:28,740 --> 00:19:35,010 a same for all these definitions is that there is some knowledge and skills component, 140 00:19:35,010 --> 00:19:43,920 including and also the reasoning behind these issues into to act and they can be considered and 141 00:19:43,920 --> 00:19:50,520 systematic things on the are both personality and situational and socially get to mind some. 142 00:19:50,520 --> 00:19:55,990 They are related to persons models in the context when they work. 143 00:19:55,990 --> 00:20:07,510 And and then everything in terms of education and Mr. Romney's. 144 00:20:07,510 --> 00:20:14,140 I wrote a review article about the dangerous the in order to try to understand that quote 145 00:20:14,140 --> 00:20:22,450 all kinds of aspects of what I know now under the codes and as I said in the beginning, 146 00:20:22,450 --> 00:20:33,520 some were you. There seem to be these two aspects always present in the sense that they are relating to the work of ageing, you know, 147 00:20:33,520 --> 00:20:40,540 practical challenges of the work and also the theoretical more fear in some more abstract challenges and 148 00:20:40,540 --> 00:20:50,360 features also face for each of the researchers who do do research on that and then the knowledge aspects. 149 00:20:50,360 --> 00:20:56,110 So there is clearly not knowing that aspect and going forward. 150 00:20:56,110 --> 00:21:06,800 So both huge declines in procedural and on aspects are taking into account. 151 00:21:06,800 --> 00:21:14,840 And the research was doing research on both events is to say that in terms of practical challenges, it face, of course, 152 00:21:14,840 --> 00:21:23,100 necessary for for the interest to have knowledge of what you call matrix schemes practising some strategies relevant for practise. 153 00:21:23,100 --> 00:21:32,450 So there you need to know them. But it is not enough if we think about from the viewpoint of hope and so much. 154 00:21:32,450 --> 00:21:43,160 And they also need to have the ability to try to apply these methods and strategies in practise and solve the problems in real, 155 00:21:43,160 --> 00:21:52,380 real classroom, in the school context and act in practical. 156 00:21:52,380 --> 00:22:02,820 And also in this first, seeing that teachers need to know for a more theoretical and abstract challenges of of the work, 157 00:22:02,820 --> 00:22:12,810 they need to know each of the areas brings inclusive education concepts related to extract instruction process and subject matter. 158 00:22:12,810 --> 00:22:25,940 And in the same way, they need the ability to choose amongst these areas as tools to perceive and unstructured instructional phenomena in any school. 159 00:22:25,940 --> 00:22:36,890 So some knowledge that no knowing, nothing, knowing how aspects are always interpreted differently when you think about the competence exam, 160 00:22:36,890 --> 00:22:47,390 if this is taking serious seriously, these both aspects need to be taken into account in the empirical research of the Times. 161 00:22:47,390 --> 00:22:59,300 Exemption on consequences. And the argument that they told you relating to the conflicts is related to preserving somebody is not at all here. 162 00:22:59,300 --> 00:23:17,640 Don't tell your mother any sign of how he's actually going to do puking, stupid things. 163 00:23:17,640 --> 00:23:21,780 Yeah. So as I said in the beginning in our research, 164 00:23:21,780 --> 00:23:27,270 we have been interested in the interest on balances and professional agency and 165 00:23:27,270 --> 00:23:34,300 especially how these involve amongst your interests during future education. 166 00:23:34,300 --> 00:23:43,180 And we understand the interest professional agency, an integrated project, as I said already, including students, 167 00:23:43,180 --> 00:23:49,690 will use some self-efficacy in terms of learning in the classroom and professional community. 168 00:23:49,690 --> 00:23:58,600 I mean, our definition, the teaching home that this is is an aspect of the of professional agency in the classroom. 169 00:23:58,600 --> 00:24:06,790 And we think that professional agencies always object oriented and it is oriented towards learning. 170 00:24:06,790 --> 00:24:11,530 And we have defined in our research approach to commercial contexts where we 171 00:24:11,530 --> 00:24:19,660 have investigative agencies in the classroom and in the professional community. 172 00:24:19,660 --> 00:24:26,420 And we know that is only a reason for us to have done research on on future agency. 173 00:24:26,420 --> 00:24:34,540 They they have found it is related to willingness to engage in school development, openness to new ideas, 174 00:24:34,540 --> 00:24:40,420 willingness and ability to promote student student learning and also related to 175 00:24:40,420 --> 00:24:48,430 reduce members of the entire school stress and and heating up in the profession. 176 00:24:48,430 --> 00:24:54,880 And we don't know, and it has been our interest in what happens in in teacher education, 177 00:24:54,880 --> 00:25:03,960 how we develop develops during future education, how learning with professional agency is enhanced by the future education. 178 00:25:03,960 --> 00:25:10,880 So as I say then, maybe many of you know, no research on teacher education. 179 00:25:10,880 --> 00:25:20,120 There is a lot of research on going on that to what makes this game very controversial organisation something very concrete, so. 180 00:25:20,120 --> 00:25:28,250 More and more known as. And more serious and less and less empirical research, 181 00:25:28,250 --> 00:25:36,110 and we have done empirical research together with my colleagues in housing and to other universities in Greenland, 182 00:25:36,110 --> 00:25:41,510 and I'm going to present some of our results and what we have found amongst 183 00:25:41,510 --> 00:25:47,630 our student features relating to their professional agency in the classroom. 184 00:25:47,630 --> 00:25:57,380 So this was a study funded by the King of England and three universities in England were involved 185 00:25:57,380 --> 00:26:06,020 and four determination institutes and almost 300 student interests have responded to our surveys. 186 00:26:06,020 --> 00:26:16,270 I mean, this Finland is so small that it is half of half of institutions and we're involved in the study. 187 00:26:16,270 --> 00:26:24,100 And the first study that I present told me that some schools in a classroom and we defined 188 00:26:24,100 --> 00:26:32,140 based on earlier research and other components of which regions that we wanted to to measure. 189 00:26:32,140 --> 00:26:39,400 And the first one was reflection the classroom meaning meaning making lots of interaction situations 190 00:26:39,400 --> 00:26:49,440 and ability to notice and analyse what is going on in the classroom and monitor the essential aspects. 191 00:26:49,440 --> 00:26:58,460 Right. And relating to improving things there. And the second component related to students of choice professional agency, 192 00:26:58,460 --> 00:27:06,050 and we do find us learning from modelling, meaning that how able they are in screening, 193 00:27:06,050 --> 00:27:09,050 analysing others instructional strategies for the chiefs, 194 00:27:09,050 --> 00:27:17,630 learn from examples and getting ideas and integrating them as part of their own own professional practise. 195 00:27:17,630 --> 00:27:25,840 And. Expertise. And two other components are defined by us. 196 00:27:25,840 --> 00:27:35,410 We we're constructing our learning environments so that how able they are and practises and 197 00:27:35,410 --> 00:27:43,270 environments to get away pupils to enhance holographic value because this happens in the classroom. 198 00:27:43,270 --> 00:27:50,650 So how they are able to utilise, produce and construct their learning environment to get a. 199 00:27:50,650 --> 00:27:57,610 And then the fourth component in our definition of speech improvements. And there we have defined it. 200 00:27:57,610 --> 00:28:08,250 Student interest, knowledge, skills and strategies for for enhancing and developing instructional practises. 201 00:28:08,250 --> 00:28:16,360 And this was allowing me to be on a study that we conducted Sunday, you were sitting down and agency on opponents of the measure. 202 00:28:16,360 --> 00:28:25,390 There were five. You can see reflections to licencing, one of a few of our eroding environment and confidence. 203 00:28:25,390 --> 00:28:32,100 Five. I think some that our interpretation of the programme is fine findings, for example. 204 00:28:32,100 --> 00:28:40,050 So this was done annually during the first three years in the interpretation. 205 00:28:40,050 --> 00:28:43,980 They are still studying at our own department. 206 00:28:43,980 --> 00:28:56,840 So. The saddest thing going on about this. Based on that on The Bachelor during The Bachelor degree. 207 00:28:56,840 --> 00:29:00,410 So we were interested in the development of student features, 208 00:29:00,410 --> 00:29:10,850 professional agency during the trade invasion and especially how the components are in relation to each other and how they develop over time. 209 00:29:10,850 --> 00:29:17,390 And we are we were interested in how these components remain the same. 210 00:29:17,390 --> 00:29:27,140 Same reflection, collaborative learning, environment, moderation and competence in three different measurement points. 211 00:29:27,140 --> 00:29:38,380 And it seems complicated the model. But then I I assume that you are familiar with this. 212 00:29:38,380 --> 00:29:49,360 So we aren't really interesting that if we find this agency structure in all measurements points for what kind of changes that are might happen, 213 00:29:49,360 --> 00:29:54,610 and we thought that or hypothesised that reflection correlates positively with modelling. 214 00:29:54,610 --> 00:30:06,410 And however, given the environment and we thought that modelling and the collaborative learning environment may correlate with. 215 00:30:06,410 --> 00:30:14,360 And this was due to the fact that we don't have this kind of research before, so we were really interested. 216 00:30:14,360 --> 00:30:20,530 And what happens there? And we know that our programme emphasises quite a lot. 217 00:30:20,530 --> 00:30:27,020 The, I think, is reflected in the classroom and this was also what the Student theChurch reported. 218 00:30:27,020 --> 00:30:40,680 So they they perceive the composition to reflect significantly high, and it also stayed relatively stable throughout all of the measurement points. 219 00:30:40,680 --> 00:30:50,210 Also, modelling was considered effective for learning in the classroom, and it was. 220 00:30:50,210 --> 00:30:58,070 As well as interesting for us most, especially, of course, these are surprises for them, 221 00:30:58,070 --> 00:31:03,230 how they perceive the ability to construct the polygraph examiner department in the classroom, 222 00:31:03,230 --> 00:31:13,400 and it's increased sufficiently significantly during that first year of studies and especially during the third academic year. 223 00:31:13,400 --> 00:31:18,710 And we thought that it might be related to do the studies on the progress of the studies, 224 00:31:18,710 --> 00:31:25,790 but also that they have been conceived teaching practise areas that they're going to be here. 225 00:31:25,790 --> 00:31:36,620 I mean, I have reports so that they practised during the first year and the practise again in the third year, so it might be related to that. 226 00:31:36,620 --> 00:31:47,300 And also, we are happy to see that at least they proceed with their governments increase increase. 227 00:31:47,300 --> 00:31:53,960 I need him out on Sunday or from the beginning of four stockings and all the 228 00:31:53,960 --> 00:32:00,110 correlations that we expect to be between the variables within the time was that the 229 00:32:00,110 --> 00:32:06,560 SABC got a significant downgrade page thinking and direction except to make me 230 00:32:06,560 --> 00:32:12,320 want to leave and convert the learning environment and in the second study here. 231 00:32:12,320 --> 00:32:18,590 And interesting for us was that the correlation seemed to decrease significantly 232 00:32:18,590 --> 00:32:24,020 during the second of the year and again decreased during the third year. 233 00:32:24,020 --> 00:32:28,030 So we felt that maybe there is some some sort of experience. 234 00:32:28,030 --> 00:32:32,330 The first thing that I I, you know, I'd be able to do a lot, 235 00:32:32,330 --> 00:32:37,940 but then there is the reality in the classroom and then again and they are in the classroom again. 236 00:32:37,940 --> 00:32:50,250 So maybe. It's more confidence and not saying they have agency in the classroom. 237 00:32:50,250 --> 00:32:53,730 So then the second started about three for nothing, 238 00:32:53,730 --> 00:33:00,960 especially because we were interested in the role of each other education as a learning environment. 239 00:33:00,960 --> 00:33:06,540 So what is what are the aspects in the future education and the fate of much of 240 00:33:06,540 --> 00:33:14,730 this that somehow might contribute to the future turning professional agency? 241 00:33:14,730 --> 00:33:22,200 And we know some findings from the earliest earlier research, 242 00:33:22,200 --> 00:33:31,800 so that sufficient challenging and inspiring at most items fear and social support from fear of some future educators really matter. 243 00:33:31,800 --> 00:33:37,060 And also the constructive relationships and appreciation from each. 244 00:33:37,060 --> 00:33:43,420 Choices is really important and environment that allow student the choice to present their 245 00:33:43,420 --> 00:33:55,450 ideas and promote initiatives so they they are known to be related to a professional agency, 246 00:33:55,450 --> 00:34:00,640 but related to this interest. 247 00:34:00,640 --> 00:34:14,060 We need our allies and professional agencies in the classroom with these components and a learning environment in future. 248 00:34:14,060 --> 00:34:23,870 These are the same as in the previous study, but these are these really fine like I'm. 249 00:34:23,870 --> 00:34:30,680 Do you find the scandals related to social support, equality, climate and recognition? 250 00:34:30,680 --> 00:34:37,440 And this was not good enough on one basis from the first year students. 251 00:34:37,440 --> 00:34:47,710 In teacher education at the end of the first year, it may have been good to have done all the studies and have been engaging the practise. 252 00:34:47,710 --> 00:35:03,040 And we need to have structural equation modelling and confirm the structures here, so the agency structure was confirmed and also the components of. 253 00:35:03,040 --> 00:35:09,280 Inflation is running environment reform and concerned about. 254 00:35:09,280 --> 00:35:13,270 We found that there's a sense of professional agency in the classroom was only 255 00:35:13,270 --> 00:35:17,920 partly regulated by the experienced learning environment and teacher indication. 256 00:35:17,920 --> 00:35:25,480 An important component was acknowledgement that some students learnt with their peers. 257 00:35:25,480 --> 00:35:33,400 It correlated positively and each time explained a student teacher in a professional agency in the classroom, 258 00:35:33,400 --> 00:35:36,790 and peers seem to be really important for them. 259 00:35:36,790 --> 00:35:41,380 Maybe we have found that maybe this is especially because of the first year. 260 00:35:41,380 --> 00:35:54,130 We don't know, but somehow they they were really, really important for us to engage. 261 00:35:54,130 --> 00:36:03,140 This is also another study from from our first year students where we measured also the learning environment, 262 00:36:03,140 --> 00:36:11,650 components in the radiation, how they are in relation to a professional agency in the professional community. 263 00:36:11,650 --> 00:36:16,550 But there's another one next thing that is important for. 264 00:36:16,550 --> 00:36:28,350 And features our student features like scoring or beaches and professional agency in the professional community there, 265 00:36:28,350 --> 00:36:40,740 we have defined five components as well feedback quality management as a sense of community striving for development and helps. 266 00:36:40,740 --> 00:36:51,300 And again, we phoned up the district and structural equation modelling on firm structures so fond of the professional 267 00:36:51,300 --> 00:36:57,150 agency in the professional community and the same thing true indication as a learning environment, 268 00:36:57,150 --> 00:37:06,960 components as well. And this was interesting for us because there executed a positive correlation between the experience, 269 00:37:06,960 --> 00:37:13,010 learning environment and future education and student teacher sense of professional agency. 270 00:37:13,010 --> 00:37:18,920 And again, the peers were emphasised in this as well. 271 00:37:18,920 --> 00:37:22,100 But it was interesting to see that also in this case, 272 00:37:22,100 --> 00:37:30,650 they felt that their agency and professional community was promoted already during the first year studies to training, 273 00:37:30,650 --> 00:37:36,860 connexion and perceived to each other. Environment Interaction explained. 274 00:37:36,860 --> 00:37:57,130 This is a professional agency that professional is always it really seems to matter a matter for them. 275 00:37:57,130 --> 00:38:08,780 So to conclude these studies and related changes in competencies. 276 00:38:08,780 --> 00:38:15,470 Student teachers experienced the learning environment quite positively, and as I said, 277 00:38:15,470 --> 00:38:24,930 already fewer students were experienced really important, and the relationship between the educators were more. 278 00:38:24,930 --> 00:38:30,360 I don't know why, because we have quite a lot of this fighting for money. 279 00:38:30,360 --> 00:38:42,170 You know, I used to be on this. We have quite a lot of face to face teaching, and they are the groups where they study, they are quite stable. 280 00:38:42,170 --> 00:38:50,670 So maybe this kind of alternative to the first here and they don't know stuff. 281 00:38:50,670 --> 00:39:01,410 Very well on many things. And they somehow they perceive the support from the purse, what's especially important. 282 00:39:01,410 --> 00:39:07,500 I've seen support from Detroit irrigators who don't much care in general. 283 00:39:07,500 --> 00:39:11,460 I know some of my peers, including union directions, 284 00:39:11,460 --> 00:39:30,400 is especially interested in the importance and recognition and appreciation of student teacher evaluations as well are really important factors. 285 00:39:30,400 --> 00:39:37,930 So we can clearly say both based on others, researchers and research and ours, 286 00:39:37,930 --> 00:39:45,140 so that it really matters what kind of learning environment we organise for students futures. 287 00:39:45,140 --> 00:39:52,920 It really has impact on their professional agents and professional competencies. 288 00:39:52,920 --> 00:40:02,030 So there is a need for freedom, which is a dangerous, I suppose, a fairly common knowledge on practical aspects. 289 00:40:02,030 --> 00:40:08,900 My mom always wanted to be, so the balance was really, really important and the challenge, chancellor, you know, 290 00:40:08,900 --> 00:40:22,430 and as you know, each person in interpretation, the challenge is to find big emphasis on it from there and has to be something. 291 00:40:22,430 --> 00:40:32,390 And it is really emphasised the active participation amongst students interested in organising problem-solving simulations and monitoring practise. 292 00:40:32,390 --> 00:40:38,620 They clearly see standards. Students to learn. 293 00:40:38,620 --> 00:40:42,880 An ancient scam. I think we. 294 00:40:42,880 --> 00:40:52,280 We should talk about the scholarship part of the trade occasion and think what they actually reading some common characteristics. 295 00:40:52,280 --> 00:41:09,040 You know, very deep. Not only is the most striking feature for. 296 00:41:09,040 --> 00:41:15,340 And again, back to the other question that we also touched for this week in the beginning, 297 00:41:15,340 --> 00:41:20,920 so what happens after after they turn the issue of cultural? 298 00:41:20,920 --> 00:41:31,060 So compromises with our student features on during interrogation and agency what they learn and grow into 299 00:41:31,060 --> 00:41:41,350 so they influence the ways in which they do things work and how they develop either so or treated matters. 300 00:41:41,350 --> 00:41:51,380 Not only and that time and only even workplace or workplace is different. 301 00:41:51,380 --> 00:41:55,400 Focuses on processes and ways of learning resources are really, 302 00:41:55,400 --> 00:42:02,130 really good friends and colleagues and few examples of resources for the future of the profession. 303 00:42:02,130 --> 00:42:09,890 So we have been thinking about how these aspects can be open for us to be trustworthy during the future education so 304 00:42:09,890 --> 00:42:28,300 that when they go to work as teachers with whom they learn and with whom they face the challenges and the aspects of. 305 00:42:28,300 --> 00:42:42,880 And finally, to Concord, where somebody. It's really precise, so we can say the teaching is highly complex and in practise. 306 00:42:42,880 --> 00:42:53,690 Both in terms of academic aspects, in terms of social media, social and interactive experience, and we can't really say that. 307 00:42:53,690 --> 00:42:59,700 Money for compensation agency are required. And also the reason there is. 308 00:42:59,700 --> 00:43:09,230 Sorry to interrupt anymore. Key characteristics. 309 00:43:09,230 --> 00:43:13,680 These are complex phenomenon, both very quickly and very common. 310 00:43:13,680 --> 00:43:23,000 You try to be. What we can also be famous for. 311 00:43:23,000 --> 00:43:29,760 Really matters, and we need to present for Secret Service, I mean, things are just dangerous. 312 00:43:29,760 --> 00:43:36,020 Professional agency incompetence. Foundation. 313 00:43:36,020 --> 00:43:46,580 Because they allow us to do research at informed decisions both for service and and the Afghan service. 314 00:43:46,580 --> 00:43:57,350 But of course, although you may be somehow, I somehow criticised the policy makers for practitioners viewpoints in the beginning, 315 00:43:57,350 --> 00:44:04,360 and I'm saying that what is needed in the work of teaching my reading? 316 00:44:04,360 --> 00:44:10,830 Need that kind of cooperation on climate negotiators and understanding. 317 00:44:10,830 --> 00:44:21,870 I want you to. Work of teaching and how we should educate teachers, the Constitution allows us to educate. 318 00:44:21,870 --> 00:44:43,360 With the relevant capabilities for now, I'm just going to say everything we can't find only from. 319 00:44:43,360 --> 00:44:49,287 Thank.