A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä

Epistemic agency in student teachers’ engagement with research skills




TekijätMirva Heikkilä, Hege Hermansen, Tuike Iiskala, Mirjamaija Mikkilä-Erdmann, Anu Warinowski

KustantajaRoutledge, Taylor & Francis Group

Julkaisuvuosi2023

JournalTeaching in Higher Education

Vuosikerta28

Numero3

Aloitussivu455

Lopetussivu472

Sivujen määrä18

ISSN1356-2517

eISSN1470-1294

DOIhttps://doi.org/10.1080/13562517.2020.1821638

Verkko-osoitehttps://doi.org/10.1080/13562517.2020.1821638

Rinnakkaistallenteen osoitehttps://research.utu.fi/converis/portal/detail/Publication/49070889


Tiivistelmä

In today’s knowledge intensive and post-factual world, student teachers’ relationship towards knowledge is a vital element in learning to teach. Student teachers must have a sense of epistemic agency to see themselves as productive participants in knowledge-laden activities. However, little attention has been paid to the role of agency in the interconnections between research and teaching in higher education. This study aims to identify how epistemic agency is manifested in student teachers’ expressions when they are provided with tools for knowledge production (educational research skills). Epistemic agency was examined as a narrative practice in student teachers’ texts (N = 73), and a data-driven analysis was conducted. The results explore the four dimensions of professional practice towards which the students directed their epistemic agency: ‘the self’, ‘the class’, ‘the research literature’, and ‘the everyday life’. The study makes visible the variety of how engagement with research skills can promote epistemic agency.


Ladattava julkaisu

This is an electronic reprint of the original article.
This reprint may differ from the original in pagination and typographic detail. Please cite the original version.





Last updated on 2024-26-11 at 15:55