Research group’s scientific (peer reviewed) publications
2007 –

In press

Soini, T., Pietarinen, J. & Pyhältö, K. (in press). Shared sense making strategies in curriculum reform: District level perspective.  Improving Schools.

Pietarinen, J. Pyhältö, K. & Soini, T. (in press).  Shared sense-making in curriculum reform – orchestrating the local curriculum work. Scandinavian Journal of Educational Research.

Anttila, H. , Pyhältö, K., Pietarinen, J. & Soini, T. (in press). From anxiety to enthusiasm: emotional patterns among student teachers. European Journal of Teacher Education.

2017

Tikkanen, L., Pyhältö, T., Soini, T. & Pietarinen, J. (2017). Primary determinants of a large-scale curriculum reform – National board administrators’ perspectives, Journal of Educational Administration, 55(6), 702-716, DOI: 10.1108/JEA-10-2016-0119.

Heikonen, L., Toom, A., Pyhältö, K., Pietarinen, J. & Soini, T. (2017). Student teachers’ strategies in classroom interaction in the context of the teaching practicum. Journal of Education for Teaching, 10.1080/02607476.2017.1355080.

Soini, T., Kinossalo, M., Pietarinen, J. & Pyhältö, K. (2017). Osallistamista oppimassa. Kohti yhtenäistä ja ymmärrettävää perusopetuksen opetussuunnitelmaa. Teoksessa Kehittämisen palat, yhteisöjen salat – Näkökulmia koulutukseen ja kasvatukseen. V. Korhonen, J. Annala & P. Kulju (toim.). Tampere University Press, 35-57.

Westling, SK., Pyhältö, K., Pietarinen, J. & Soini, T. (2017). Intensive studying or restlessness in the classroom: Does the quality of control matter? Teaching and Teacher Education, 67, 361-369.

Palmgren, M., Pyhältö, K. M., Pietarinen, J. & Soini, T. (2017). Students’ engaging school experiences: A precondition for functional inclusive practice. International Journal of Whole Schooling, 13(1).

Tikkanen, L., Pyhältö, K., Pietarinen, J. & Soini, T. (2017). Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies. Journal of Social Psychology of Education. DOI:10.1007/s11218-017-9379-9

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. DOI: 10.1016/j.tate.2016.12.013.

2016

Ulmanen, S. Soini, T., Pietarinen, J. & Pyhältö, K. (2016). Students’ experiences of the development of emotional engagement. International Journal of Educational Research, 76, 86-96.

Soini, T., Pietarinen, J. & Pyhältö, K. (2016). Leading a school through change – principals’ hands-on leadership strategies in school reform. School Leadership & Management. DOI: 10.1080/13632434.2016.1209179

Pietarinen, J. Pyhältö, K. & Soini, T. (2016). Teacher’s professional agency – a relational approach to teacher learning. Learning: Research and Practice. DOI: 10.1080/23735082.2016.1181196

Ulmanen, S., Soini, T., Pietarinen, J. & Pyhältö, K. (2016). The anatomy of adolescents’ emotional engagement in schoolwork. Social Psychology of Education: An International Journal. DOI: 10.1007/s11218-016-9343-0.

Heikonen, L., Pietarinen, J., Pyhältö, K., Toom, A. & Soini, T. (2016). Early career teachers’ sense of professional agency in the classroom: Associations with turnover intentions and perceived inadequacy in teacher-student interaction. Asia-Pasific Journal of Teacher Education.  DOI: 10.1080/1359866X.2016.1169505

Anttila, H., Pyhältö, K. Soini, T. & Pietarinen, J. (2016). How does studying in teacher education feel like? Student teachers’ academic emotions in collaborative and individual activities of teacher education. Social Psychology of Education: An International Journal. DOI:10.1007/s11218-016-9335-0

Pietarinen, J., Pyhältö, K. & Soini, T. (2016). Large-scale curriculum reform in Finland – exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence. The Curriculum Journal, 28, 22-40. DOI:10.1080/09585176.2016.1179205

Salonen-Hakomäki, SM., Soini, T., Pietarinen, J. & Pyhältö, K. (2016).   The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change. Journal of Curriculum Studies. 10.1080/00220272.2016.1143530

Soini, T., Pietarinen, J. & Pyhältö, K. (2016). What if teachers learn in the classroom? Teacher Development, 20(3), DOI:10.1080/13664530.2016.1149511

Väisänen, S., Pietarinen, J., Pyhältö, K. Soini, T. & Toom, A. (2016). Social support as a contributor of student teachers’ experienced well-being. Research Papers in Education, http://dx.doi.org/10.1080/02671522.2015.1129643

2015

Pyhältö, K., Pietarinen, J. & Soini, T. (2015). When teaching gets tough. Improving Schools, 18(3) 263–276.

Saariaho, E. Pyhältö, K., Toom, A., Soini, T. & Pietarinen, J. (2015). Student teachers self- and co-regulation of learning during teacher education. Learning: Research and Practice. DOI:10.1080/23735082.2015.1081395.

Ahonen, E., Pyhältö, K. Pietarinen, J. & Soini, T. (2015). Becoming a Teacher – Student Teachers’ Learning Patterns in Teacher Education. Journal of Education and Training Studies, 3(5), 89-101.

Toom, A-M.H., Pyhältö, K. & O’Connell Rust, F. (2015). Editorial: Teacher’s professional agency in contradictory times.  Teachers and Teaching: Theory and Practice. DOI:10.1080/13540602.2015.1044326

Soini, T., Pietarinen, J., Toom, A. & Pyhältö, K. (2015). What contributes to first year student teacher’s sense of professional agency in the classroom? Teachers and Teaching: Theory and Practice. DOI:10.1080/13540602.2015.1044326

Pyhältö, K. Pietarinen, K. & Soini, T. (2015). Teachers’ professional agency and learning – from adaption to active modification in the teacher community. Teachers and teaching: Theory and Practice. DOI:10.1080/13540602.2014.995483

Ahonen Elsi, Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. (2015). Student teachers’ key learning experiences – mapping the steps for becoming a professional teacher. International Journal of Higher Education, 4(1), 151–165.

2014

Pietarinen, J., Pyhältö, K. & Soini, T. (2014). Student’s emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51.

Ahonen, E., Pyhältö, K. Pietarinen, J. Soini, T. (2014). Teachers’ professional beliefs about their and pupil’s roles in the school. Teacher Development. DOI: 10.1080/13664530.2014.900818

Pyhältö, K., Pietarinen, J. & Soini, T. (2014). Comprehensive school teachers’ professional agency in large-scale educational change. Journal of Educational Change. DOI 10.1007/s10833-013-9215-8.

Ulmanen, S., Soini, T., Pietarinen, J. & Pyhältö, K. (2014). Strategies for academic engagement perceived by Finnish sixth and eighth graders. Cambridge Journal of Education, 44(3), 425–443.

Soini, T., Pietarinen, J., Pyhältö, K. & Tirri, K. (2014). The education context: strategies for promoting well-being and ethically sustainable problem solving in teacher pupil interactions. In D. Jindal-Snape & E. Hannah (eds.) Exploring the dynamics of ethics in practice: Personal, professional and interprofessional dilemmas. Bristol: Policy Press.

2013

Pietarinen, J., Pyhältö, K., Soini, T. & Salmela-Aro, K. (2013) Reducing teacher burnout: A socio-contextual approach. Teaching and Teacher Education, 35, 62–72.

Soini, T., Pietarinen J. & Pyhältö, K. (2013). Design research approach in the large scale educational innovations. In Ian R. Haslam, Myint Swe Khine and Issa M. Saleh (Eds.) Large scale reform and social capital building: The professional development imperative. London and New York: Routledge.

Westling, SK., Pyhältö, K. Pietarinen, J. & Soini, T. (2013). How do ninth-graders perceive their involvement in the most meaningful episodes of their school career? International Journal of Educational Research.

Pietarinen, J., Pyhältö, K., Soini, T. & Salmela-Aro, K. (2013) Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI). Psychology, 4 (1).

2012

Pyhältö, K., Soini, T. & Pietarinen, J. (2012). Do comprehensive school teachers perceive themselves as active agents in school reforms? Journal of Educational Change, 13 (1), 95 –116.

Soini, T., Pietarinen, J., Pyhältö, K., Westling, SK., Ahonen, E. & Järvinen, S. (2012). Mitä jos opettaja etääntyy työstään? Näkökulmia opettajan työhön kiinnittymiseen. Nuorisotutkimus, 30 (2), 5–20.

2011

Pyhältö, K., Soini, T. & Pietarinen, J. (2011). A systemic perspective on school reform – Principals’ and chief education officers’ perspectives on school development. Journal of Educational Administration, 49(1), 46–61.

Pyhältö, K., Ahonen, E., Pietarinen, J. & Soini, T. (2011). Comprehensive school teachers’ perceptions of the pupil’s role in the school community. M. A. Meyer & B. Hudson (Eds.) Beyond fragmentation: Didactics, learning and teaching. Barbara Budrich Publishers.

2010

Pyhältö, K., Soini, T., & Pietarinen, J. (2010). Pupils’ pedagogical well-being in comprehensive school – Significant positive and negative school experiences of Finnish nine graders’. European Journal of Psychology of Education, 24, 447–463.

Pyhältö, K., Pietarinen, J. Soini, T. & Westling S-K. (2010). Pedagogisen hyvinvoinnin aarteita ja sudenkuoppia peruskoulupolulla –Yhdeksäsluokkalaisten merkittävät positiiviset ja negatiiviset koulukokemukset. Teoksessa R. Rinne, J. Tähtinen, A.Jauhiainen & M. Broberg (toim.) Koulutuspolitiikan käytännöt kansallisessa ja kansainvälisessä kehyksessä. Kasvatusalan tutkimuksia 54. Jyväskylä: Suomen Kasvatustieteellinen Seura.

Pyhältö, K., Soini, T., Pietarinen, J. & Havu-Nuutinen S. (2010). Pedagogista hyvinvointia rakentamassa päiväkodin ja peruskoulun rajapinnalla. Teoksessa A. Kallioniemi, M. Ubani & J. Luodeslampi. (toim). Lapsen oikeus kokonaisvaltaiseen kasvuun ja uskontoon, 188–206, Helsinki: Lasten keskus.

Pietarinen, J., Pyhältö, K. & Soini, T. (2010). A Horizontal Approach to School Transitions: a Lesson Learned from the Finnish 15-year-olds. Cambridge Journal of Education, 40, 229–245.

Pietarinen, J. Soini, T. & Pyhältö, K. (2010). Learning and well-being in transitions – how to promote pupils’ active learning agency? D. Jindal-Snape (Ed.) Educational transition: Moving stories from around the world. (143-160) Routledge Education Francis & Taylor.

Soini, T., Pyhältö, K. & Pietarinen, J. (2010). Pedagogical well-being: Reflecting learning and well-being in teachers’ work. Teaching and teachers: theory and practice, 16, 735–751.

2009

Soini, T., Pyhältö, K., Pietarinen, J. Huusko, J. (2009). Rakenteet ja pedagogiikka koulun kehittämisessä – Vuoropuhelua vai kaksintaistelua? Hallinnon tutkimus, 28, (4) 27–42.

2008

Pyhältö, K., Pietarinen, J., Soini, T & Huusko, J. (2008). Luokan-, aineen ja erityisopettajat yhtenäisen perusopetuksen rakentajina. Kasvatus (3), 218–234.

Pietarinen, J., Soini, T. & Pyhältö, K. (2008). Pedagoginen hyvinvointi – uutta ja tuttua koulun arjessa. K. Lappalainen, M. Kuittinen & M. Meriläinen (toim.) Pedagoginen hyvinvointi. Suomen Kasvatustieteellisen seura. Kasvatus alan tutkimuksia, 53–74.

Soini, T., Pietarinen, J. & Pyhältö, K. (2008) Pedagoginen hyvinvointi peruskoulun opettajien työssä. Aikuiskasvatus (4), 245–257.

2007

Huusko, J. Pietarinen, J., Pyhältö, K & Soini, T. (2007). Yhtenäisyyttä rakentava peruskoulu. Yhtenäisen perusopetuksen ehdot ja mahdollisuudet. Kasvatusalan tutkimuksia 34. Turku: Suomen Kasvatustieteellinen seura.