Post-Doctoral Research: Development of students’ social support and study wellbeing from basic school to secondary education
2021-2022 Finnish Cultural Foundation
Finnish National Agency of Education 1/2021-6/2021
Early Career Teachers Professional Agency Across Four European countries – Key for Sustainable Educational Change?
2018 – 2022, Academy of Finland
Well-being and Equality in Early Years of School Path – Towards a Flexible School Day in Pirkanmaa Region
2019 – 2020, Finnish National Agency for Education
Teachers’ Strategies Matter – Unknown Resource for Buffering School Differences in Student Learning and Well-being
2016 – 2020, Academy of Finland
2013 – 2019, Ministry of Education and Culture
Post-Doctoral Research: Trajectories of Teachers’ Active Learning in Transition from Education to Working Life – The function of learning contexts’ social support for the emergence of active learning.
2012 – 2016, Academy of Finland
The study focuses on exploring teacher learning in terms of teachers’ professional agency. It intends to extend previous research on teacher learning:
– by providing understanding on teacher learning and effects of professional transitions for teacher learning based on a large scale longitudinal empirical design
– by introducing an instrument for exploring different ingredients of teacher learning in a variety of contexts, including teacher training and school
– by comparing learning patterns of beginning and experienced teachers and different teacher groups and
– by introducing an integrative concept professional agency for analyzing complexity of teacher learning.
PI-group: Kirsi Pyhältö (HU), Janne Pietarinen (UEF), Tiina Soini (TAU) & Auli Toom (HU)
Project’s financial administration is placed in the University of Helsinki, Department of Teacher Education. The project is scientifically led by the PI group. The teacher education units of these universities act also as sites of research.
Learning, agency and pedagogical well-being in comprehensive school
2009 – 2014, Ministry of Education
The large-scale research project explores learning and well-being in the Finnish comprehensive school. The main empirical focuses are 1) the development of students’ school experiences (sense of agency, belonging and pedagogical well-being) and school engagement, and 2) changes in teachers’ pedagogical well-being and professional development in the context of school development.
Project’s administration: Project’s financial administration is divided into three universities; HU, UTA and UEF. The project is scientifically led by the PI group, which also makes decisions regarding the use of funding in cooperating universities.
PI-group: Janne Pietarinen (UEF), Kirsi Pyhältö (HU) & Tiina Soini (TAU)