You very much for some reason to believe here in between being in support from your own, your own and benign intentions,
are we going to of higher education and director of the Centre for University Learning and Teaching
at the University of Helsinki and is also the director of the doctoral programme on Cyclone's,
providing good communication with that person and the vice president of the Finnish Educational Research Association.
And she's conducted research programmes and has written extensively on teacher knowledge and on the competence,
expertise and agency of both featured educators teachers. Of course, those students.
So for today, you're be leading us to the topic of teachers professional conferences,
and I would like to encourage you to engage in conversation with three of your folks
and focus on this and say it's very timely and very comfortable focussing on.
The next month or so, we're not going to.
Yes, good afternoon, everyone, thank you very much for inviting me here tonight in this very interesting,
zero-sum educational research constructed to occupied.
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.
Further, I am 40 times my first position on this, and I'm.
Myself, so I have studied to become a primary teacher at university, opposing completely the most for many, many years ago,
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.
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.
We are university wide centre at the University of Helsinki and we do research and hold conferences and students learning and nature speaking,
and also support their pedagogical do all kinds of things in different.
Context and also the of development based on our research and drawing on.
After we have two more hours, but today my talk is one future professional involvement and say some things to the agency,
mother had been investigating both theories and by encouraging other researchers
ideas and also doing research on our student students teachers in our future.
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?
So on this side, you see the overview on, I did not work on my of my talks.
So first, some things about offences and agency, as I said,
based on other researchers in our own understanding of how we understand them to find and find them.
And I talk something about the characteristics of dangerous work because the details and
I'm understandably referring to when we talk about the 162TSI required or needed on this.
For future planning and more in a different way.
Don? Or actually from our research? And how they how they learn.
We'll see you tomorrow. The characteristics of our future integration programmes that seek to cultivate their.
So that's as we all know, one has always also referred in the beginning,
it seems that professional competition and agency are indeed talking amongst researchers amongst teachers and one choice
makers stakeholders in different positions in the united society unrelated to education and schools and the commission.
So they seem to part and parcel the minds of all these, all these people.
If we look at the research papers, policy papers or did you think of so many people have persisted?
Maybe to compensate in ages required teaching.
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.
More expensive or less expensive to cross from many times to home schooling, development, professional learning, maybe many aspects are mentioned,
and it is not always clear enough on which basis things stem from what kind of evidence
is behind behind this list or requirements for or bullet points that are percentage.
There are also intentions and even even constructed programmes, competency based teacher education programmes.
And we know that, for example, in the Netherlands are have been launched.
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.
And since that iterative process? Features and all involved in HIV education being promoted by a vast variety of pharmacological practises.
Assessment, reflection and everything.
And of course,
there is a discussion amongst researchers and policy makers about the learning and development of primary competencies throughout the career.
So what is necessary to learn under your teacher education?
What can we learn? What could be learnt only after being in the profession for a while?
And then the thing that I already mentioned? There is also a discussion on the rotation and the research on the professional consequences.
And relations through features, agency and expertise relating to competition, so really from a variety of perspectives.
Pretty notable features. But if we can when we think about the comprehensive contingency from the viewpoint of the.
So of course, research shows that feature indicators have many,
many ideas or I'll give you a sense of place to influence won't be seen in the curriculum on future information,
but it is finally the place where the key competencies for crucial competencies are defined and put putting them into practise.
So the education curriculum and practises are the places where they are,
where they are realised and really student teachers opportunities to learn professional competencies and agency.
They really depend on this. We can't do that in these countries.
Negotiations are ongoing and an ideological practises are likely to start to build together because they reshape the teacher working on this,
and they might impact on students futures, more features labour.
And at the end, it is the interaction between the teacher educator.
Some student interest in these courses and in the possibly finally shape what they what they learn and what are the consequences and agents.
Senator emphasised.
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
elements or aspects that are really necessary for which students future should
be prepared and who all are the ones who defined them or can define them,
and how the needs of the profession remain the same.
And what kind of core at the core of future teachers work or race and what not on context.
One thing some changes that shape our understanding and.
Amongst them about the key crucial competencies and agency,
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.
There is a lot of discussion on different perspectives, but not that much empirical evidence that this can be an interesting question.
And this first lady's laundry is really to inspect that I just mentioned, I'm present in the previous slide.
So it is, of course,
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,
and the conditions for vetting for education, teaching and learning.
So they foresee how we how we define.
This new curriculum for basic education and teaching and learning in schools, what we want pupils learning and development,
how they shape the required professional competencies and agency, and how school is an educational institution, influences on these aspects.
And I think that the I perceive that the training education is really clear.
They need to adapt. And when you think about confidence as an agency,
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.
And of course, teaching qualifications in each country. They they shape these things as well so that we are able to educate finally as
civilised citizens to the society and behind them in the context where they are.
And so when you look at the teachers and their position in school societies,
I think that we can be understanding that teachers are makers of the many,
although futures work in space is regulated differently in different to of cyber.
So I don't, of course, primarily from companies on this where we have certain certain freedom and certain requirements for teachers.
But students across country safety features are all key persons and schools in the society,
and they are the ones who at the end, educate our people based on putting the paper money.
They are the ones who implement curriculum.
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.
So we definitely need to take this into account when they go to work.
So so they need to know and be able to do it.
Many, many things related to that.
And they are also the ones who more or less launch innovations and develop schools with broader freedom or more restricted space for students.
It depends on them.
And, you know, context, the interests have relatively broad ideological freedom and autonomy and many responsibilities in class for high school level.
And for this, we also need to cultivate that research towards all teachers research orientation towards work,
and they are also the ones who need to take care of their own matters of professional development and learning learning during the process.
Some of these are really big things whether he'd variants of competency,
some ageism, and they also are the ones who interact with community and society.
No, no, no. I mean, no way.
I think that they are the ones who. Sometimes some eccentric societal changes.
And we when we think of it more closely than the core of features for iPhone, at least easy to upgrade their line,
and then they were from Margaret Lambert, who said that ageing is like a thinking practise.
So it's really demanding and knowledge intensive academic work done in multiple societies and social contexts on human relations.
And at the same time, it requires really long term, systematic and educational planning and planning and occasional processes.
And at the same time, in this brain, really quick and an immediate decision making and problem solving is very, very, very challenging.
Interactions with schoolkids and students in the classroom and colleagues and parents and in other other contexts and school.
So this in a way, really complex.
If you look at their physical characteristics, some say that they that you know when you find your way schizophrenic,
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,
you somehow balance it based on faith and to some extent in that same same line.
And I think that this is a fascinating. The challenging aspects when we educate students,
teachers and think about the confidence of an agency that they say for the work and at least in our context,
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,
but it challenges, features, a digitalisation and increasing diversity and support in the society.
And they owe teachers say that these these are the things that challenge them to manage in the professional and learn continues.
And for this, we really think that who may be feeling the pain and what?
Characteristics of agency eight. So based on our research and we have instructed to really broad areas,
we think that the competencies in learning and instruction in teaching interaction
being and school development on the road areas of interest need to manage.
And in terms of professional agency, we understand it as a classic or intentional management of learning over individual level,
and you become unique in that level of meaning.
Features home learning their colleagues, learning on especially value opportunities and the ability to use.
Understand the reasons for only learning and supporting others and perceiving oneself.
Such continues to learn the ropes in the professions together with others, and he's able to implement one's own expertise.
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.
And if we especially look at the competencies and how they are defined, so they are often defined as almost lost in the face.
Including no transcripts. Still, rights and these positions are to act in multiple professional situations,
and they are also especially understood as prerequisites and underlying facets from features for successful
behaviour to promote student learning and skill development and to do with the interests of everyday work.
And as I said in the beginning, so various, there are researchers who understand competencies and.
So you mentioned a variety of companies. Classroom management and health and development school,
the U.S. government and there are researchers who think of competence as an overall broader concept,
a same for all these definitions is that there is some knowledge and skills component,
including and also the reasoning behind these issues into to act and they can be considered and
systematic things on the are both personality and situational and socially get to mind some.
They are related to persons models in the context when they work.
And and then everything in terms of education and Mr. Romney's.
I wrote a review article about the dangerous the in order to try to understand that quote
all kinds of aspects of what I know now under the codes and as I said in the beginning,
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,
practical challenges of the work and also the theoretical more fear in some more abstract challenges and
features also face for each of the researchers who do do research on that and then the knowledge aspects.
So there is clearly not knowing that aspect and going forward.
So both huge declines in procedural and on aspects are taking into account.
And the research was doing research on both events is to say that in terms of practical challenges, it face, of course,
necessary for for the interest to have knowledge of what you call matrix schemes practising some strategies relevant for practise.
So there you need to know them. But it is not enough if we think about from the viewpoint of hope and so much.
And they also need to have the ability to try to apply these methods and strategies in practise and solve the problems in real,
real classroom, in the school context and act in practical.
And also in this first, seeing that teachers need to know for a more theoretical and abstract challenges of of the work,
they need to know each of the areas brings inclusive education concepts related to extract instruction process and subject matter.
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.
So some knowledge that no knowing, nothing, knowing how aspects are always interpreted differently when you think about the competence exam,
if this is taking serious seriously, these both aspects need to be taken into account in the empirical research of the Times.
Exemption on consequences. And the argument that they told you relating to the conflicts is related to preserving somebody is not at all here.
Don't tell your mother any sign of how he's actually going to do puking, stupid things.
Yeah. So as I said in the beginning in our research,
we have been interested in the interest on balances and professional agency and
especially how these involve amongst your interests during future education.
And we understand the interest professional agency, an integrated project, as I said already, including students,
will use some self-efficacy in terms of learning in the classroom and professional community.
I mean, our definition, the teaching home that this is is an aspect of the of professional agency in the classroom.
And we think that professional agencies always object oriented and it is oriented towards learning.
And we have defined in our research approach to commercial contexts where we
have investigative agencies in the classroom and in the professional community.
And we know that is only a reason for us to have done research on on future agency.
They they have found it is related to willingness to engage in school development, openness to new ideas,
willingness and ability to promote student student learning and also related to
reduce members of the entire school stress and and heating up in the profession.
And we don't know, and it has been our interest in what happens in in teacher education,
how we develop develops during future education, how learning with professional agency is enhanced by the future education.
So as I say then, maybe many of you know, no research on teacher education.
There is a lot of research on going on that to what makes this game very controversial organisation something very concrete, so.
More and more known as. And more serious and less and less empirical research,
and we have done empirical research together with my colleagues in housing and to other universities in Greenland,
and I'm going to present some of our results and what we have found amongst
our student features relating to their professional agency in the classroom.
So this was a study funded by the King of England and three universities in England were involved
and four determination institutes and almost 300 student interests have responded to our surveys.
I mean, this Finland is so small that it is half of half of institutions and we're involved in the study.
And the first study that I present told me that some schools in a classroom and we defined
based on earlier research and other components of which regions that we wanted to to measure.
And the first one was reflection the classroom meaning meaning making lots of interaction situations
and ability to notice and analyse what is going on in the classroom and monitor the essential aspects.
Right. And relating to improving things there. And the second component related to students of choice professional agency,
and we do find us learning from modelling, meaning that how able they are in screening,
analysing others instructional strategies for the chiefs,
learn from examples and getting ideas and integrating them as part of their own own professional practise.
And. Expertise. And two other components are defined by us.
We we're constructing our learning environments so that how able they are and practises and
environments to get away pupils to enhance holographic value because this happens in the classroom.
So how they are able to utilise, produce and construct their learning environment to get a.
And then the fourth component in our definition of speech improvements. And there we have defined it.
Student interest, knowledge, skills and strategies for for enhancing and developing instructional practises.
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.
There were five. You can see reflections to licencing, one of a few of our eroding environment and confidence.
Five. I think some that our interpretation of the programme is fine findings, for example.
So this was done annually during the first three years in the interpretation.
They are still studying at our own department.
So. The saddest thing going on about this. Based on that on The Bachelor during The Bachelor degree.
So we were interested in the development of student features,
professional agency during the trade invasion and especially how the components are in relation to each other and how they develop over time.
And we are we were interested in how these components remain the same.
Same reflection, collaborative learning, environment, moderation and competence in three different measurement points.
And it seems complicated the model. But then I I assume that you are familiar with this.
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,
and we thought that or hypothesised that reflection correlates positively with modelling.
And however, given the environment and we thought that modelling and the collaborative learning environment may correlate with.
And this was due to the fact that we don't have this kind of research before, so we were really interested.
And what happens there? And we know that our programme emphasises quite a lot.
The, I think, is reflected in the classroom and this was also what the Student theChurch reported.
So they they perceive the composition to reflect significantly high, and it also stayed relatively stable throughout all of the measurement points.
Also, modelling was considered effective for learning in the classroom, and it was.
As well as interesting for us most, especially, of course, these are surprises for them,
how they perceive the ability to construct the polygraph examiner department in the classroom,
and it's increased sufficiently significantly during that first year of studies and especially during the third academic year.
And we thought that it might be related to do the studies on the progress of the studies,
but also that they have been conceived teaching practise areas that they're going to be here.
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.
And also, we are happy to see that at least they proceed with their governments increase increase.
I need him out on Sunday or from the beginning of four stockings and all the
correlations that we expect to be between the variables within the time was that the
SABC got a significant downgrade page thinking and direction except to make me
want to leave and convert the learning environment and in the second study here.
And interesting for us was that the correlation seemed to decrease significantly
during the second of the year and again decreased during the third year.
So we felt that maybe there is some some sort of experience.
The first thing that I I, you know, I'd be able to do a lot,
but then there is the reality in the classroom and then again and they are in the classroom again.
So maybe. It's more confidence and not saying they have agency in the classroom.
So then the second started about three for nothing,
especially because we were interested in the role of each other education as a learning environment.
So what is what are the aspects in the future education and the fate of much of
this that somehow might contribute to the future turning professional agency?
And we know some findings from the earliest earlier research,
so that sufficient challenging and inspiring at most items fear and social support from fear of some future educators really matter.
And also the constructive relationships and appreciation from each.
Choices is really important and environment that allow student the choice to present their
ideas and promote initiatives so they they are known to be related to a professional agency,
but related to this interest.
We need our allies and professional agencies in the classroom with these components and a learning environment in future.
These are the same as in the previous study, but these are these really fine like I'm.
Do you find the scandals related to social support, equality, climate and recognition?
And this was not good enough on one basis from the first year students.
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.
And we need to have structural equation modelling and confirm the structures here, so the agency structure was confirmed and also the components of.
Inflation is running environment reform and concerned about.
We found that there's a sense of professional agency in the classroom was only
partly regulated by the experienced learning environment and teacher indication.
An important component was acknowledgement that some students learnt with their peers.
It correlated positively and each time explained a student teacher in a professional agency in the classroom,
and peers seem to be really important for them.
Maybe we have found that maybe this is especially because of the first year.
We don't know, but somehow they they were really, really important for us to engage.
This is also another study from from our first year students where we measured also the learning environment,
components in the radiation, how they are in relation to a professional agency in the professional community.
But there's another one next thing that is important for.
And features our student features like scoring or beaches and professional agency in the professional community there,
we have defined five components as well feedback quality management as a sense of community striving for development and helps.
And again, we phoned up the district and structural equation modelling on firm structures so fond of the professional
agency in the professional community and the same thing true indication as a learning environment,
components as well. And this was interesting for us because there executed a positive correlation between the experience,
learning environment and future education and student teacher sense of professional agency.
And again, the peers were emphasised in this as well.
But it was interesting to see that also in this case,
they felt that their agency and professional community was promoted already during the first year studies to training,
connexion and perceived to each other. Environment Interaction explained.
This is a professional agency that professional is always it really seems to matter a matter for them.
So to conclude these studies and related changes in competencies.
Student teachers experienced the learning environment quite positively, and as I said,
already fewer students were experienced really important, and the relationship between the educators were more.
I don't know why, because we have quite a lot of this fighting for money.
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.
So maybe this kind of alternative to the first here and they don't know stuff.
Very well on many things. And they somehow they perceive the support from the purse, what's especially important.
I've seen support from Detroit irrigators who don't much care in general.
I know some of my peers, including union directions,
is especially interested in the importance and recognition and appreciation of student teacher evaluations as well are really important factors.
So we can clearly say both based on others, researchers and research and ours,
so that it really matters what kind of learning environment we organise for students futures.
It really has impact on their professional agents and professional competencies.
So there is a need for freedom, which is a dangerous, I suppose, a fairly common knowledge on practical aspects.
My mom always wanted to be, so the balance was really, really important and the challenge, chancellor, you know,
and as you know, each person in interpretation, the challenge is to find big emphasis on it from there and has to be something.
And it is really emphasised the active participation amongst students interested in organising problem-solving simulations and monitoring practise.
They clearly see standards. Students to learn.
An ancient scam. I think we.
We should talk about the scholarship part of the trade occasion and think what they actually reading some common characteristics.
You know, very deep. Not only is the most striking feature for.
And again, back to the other question that we also touched for this week in the beginning,
so what happens after after they turn the issue of cultural?
So compromises with our student features on during interrogation and agency what they learn and grow into
so they influence the ways in which they do things work and how they develop either so or treated matters.
Not only and that time and only even workplace or workplace is different.
Focuses on processes and ways of learning resources are really,
really good friends and colleagues and few examples of resources for the future of the profession.
So we have been thinking about how these aspects can be open for us to be trustworthy during the future education so
that when they go to work as teachers with whom they learn and with whom they face the challenges and the aspects of.
And finally, to Concord, where somebody. It's really precise, so we can say the teaching is highly complex and in practise.
Both in terms of academic aspects, in terms of social media, social and interactive experience, and we can't really say that.
Money for compensation agency are required. And also the reason there is.
Sorry to interrupt anymore. Key characteristics.
These are complex phenomenon, both very quickly and very common.
You try to be. What we can also be famous for.
Really matters, and we need to present for Secret Service, I mean, things are just dangerous.
Professional agency incompetence. Foundation.
Because they allow us to do research at informed decisions both for service and and the Afghan service.
But of course, although you may be somehow, I somehow criticised the policy makers for practitioners viewpoints in the beginning,
and I'm saying that what is needed in the work of teaching my reading?
Need that kind of cooperation on climate negotiators and understanding.
I want you to. Work of teaching and how we should educate teachers, the Constitution allows us to educate.
With the relevant capabilities for now, I'm just going to say everything we can't find only from.
Thank.