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Direct linkHietanen, Lenita; Sepp, Anu; Ruismäki, Heikki – Research Studies in Music Education, 2022
At present, the idea of teacher professional development is widely highlighted in education. The present qualitative study examines whether coteaching in collaboration between music lecturers at two universities could enable their professional development and improve student learning. Our study consisted of piano courses in two independent primary…
Descriptors: Foreign Countries, Music Teachers, Music Education, Team Teaching
Sundqvist, C.; Björk-Åman, C.; Ström, K. – Scandinavian Journal of Educational Research, 2023
Co-teaching is highlighted as an opportunity to develop inclusive practices. This study aimed to investigate how teacher candidates experienced co-teaching during supervised teacher training periods. Data were collected through pair interviews and questionnaires (N = 22). The analysis was conducted through thematic analysis. Results show that the…
Descriptors: Foreign Countries, Team Teaching, Special Education Teachers, Preservice Teachers
Väyrynen, Sai; Paksuniemi, Merja – International Journal of Inclusive Education, 2020
Inclusive education is an increasingly adopted approach to pedagogy, and it is based on values that should inform school policies and daily practices. It is about creating school cultures that cherish participation: learning, playing and working with others as well as making choices about, and having a say in, what happens in the school community.…
Descriptors: Teaching Methods, Inclusion, School Policy, School Culture
Brandisauskiene, Agne; Cesnaviciene, Jurate; Miciuliene, Rita; Kaminskiene, Lina – Journal of Teacher Education for Sustainability, 2020
In the 21st century, teachers' learning is viewed through the lens of sustainable development as a holistic, transformative and collaborative learning process. Acknowledging that teacher professional development is a prerequisite for educational quality, it becomes necessary to look for professional development factors that could be relevant to…
Descriptors: Sustainability, Professional Development, Teacher Education, Cooperative Learning
Download full textKunnari, Irma; Ilomäki, Liisa; Toom, Auli – International Journal of Teaching and Learning in Higher Education, 2018
Teachers' competence in launching and managing pedagogical change collaboratively is crucial for the continuous development of their work as well as for meaningful student learning. However, research on how teachers can thrive in their profession in the changing higher education environment is limited. This study investigated the experiences of…
Descriptors: Teamwork, Teacher Collaboration, Self Efficacy, Resilience (Psychology)
Lakkala, Suvi; Uusiautti, Satu; Määttä, Kaarina – Journal of Research in Special Educational Needs, 2016
A new special education strategy was launched in Finland by the Ministry of Education in 2007. The new Basic Act was enacted in 2010 and the new national core curriculum concerning three-tiered support for pupils in 2011. Since the 1990s, teachers across Finland have participated in developing Finnish basic education towards greater inclusion. The…
Descriptors: Foreign Countries, Special Education, Educational Legislation, Inclusion
Kervinen, Anttoni; Uitto, Anna; Kaasinen, Arja; Portaankorva-Koivisto, Päivi; Juuti, Kalle; Kesler, Merike – LUMAT: International Journal on Math, Science and Technology Education, 2016
The article discusses the development of an educational model intended to support teachers' professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and…
Descriptors: Faculty Development, Preservice Teacher Education, Inservice Teacher Education, Science Education
Rytivaara, Anna – European Educational Research Journal, 2012
Through the concept of teacher identity, this article examines in detail the factors in the process through which the two teachers under study changed from traditional teachers into co-teaching professionals. The interview data were analysed by thematic narrative analysis. The results showed that the teachers' own attitudes, conflicts in their…
Descriptors: School Culture, Collegiality, Educational Change, Professional Identity
