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

In press

Saariaho, E., Anttila, H.,Pyhältö, K., Pietarinen, J. & Soini, T. (in press). Student teachers’ emotional landscapes in self- and co-regulated learning. Teachers and Teaching.

2018

Ahonen, E. (2018). Miten ja mitä opettaja oppii? Aktiivinen oppiminen opettajan pedagogisen ajattelun osana ja rakentajana. Doctoral dissertation. University of Helsinki, Faculty of Educational Sciences

Pyhältö, K., Pietarinen, J. & Soini, T. (2018). Dynamic and shared sense-making in large-scale curriculum reform in school districts. The Curriculum Journal.  DOI:10.1080/09585176.2018.1447306

Anttila, H., Pyhältö, K., Pietarinen, J. & Soini, K. (2018). Socially embedded academic emotions in school. Journal of Education and Learning 7(3), 87-101.

Väisänen S., Pietarinen, J. Pyhältö, K., Toom, A. & Soini, T. (2018). Student teachers’ proactive strategies and experienced learning environment for reducing study-related burnout. Journal of Education and Learning, 7(1), DOI:10.5539/jel.v7n1p208.

2017

Anttila, H. , Pyhältö, K., Pietarinen, J. & Soini, T. (2017). From anxiety to enthusiasm: emotional patterns among student teachers. European Journal of Teacher Education, 40, 447-464.

Soini, T., Pietarinen, J. & Pyhältö, K. (2017). Shared sense making strategies in curriculum reform: District level perspective.  Improving Schools. DOI: 10.1177/1365480217744290

Pietarinen, J. Pyhältö, K. & Soini, T. (2017).  Shared sense-making in curriculum reform – orchestrating the local curriculum work. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2017.1402367.

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.

Ulmanen, S. (2017). Miten kiinnittyä kouluun? Oppilaiden näkökulma koulutyöhön kiinnittymisen haasteisiin. Doctoral dissertation. University of Tampere, Faculty of Education.

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.