A1 Refereed original research article in a scientific journal
The Role of Educational Science in Professional Knowledge: Student Teachers’ Reflections
Authors: Heikkilä, Mirva; Mankki, Ville; Iiskala, Tuike; Mikkilä-Erdmann, Mirjamaija
Publisher: Oslo Metropolitan University - Storbyuniversitetet
Publication year: 2025
Journal: Professions and Professionalism
Volume: 15
Issue: 2
eISSN: 1893-1049
DOI: https://doi.org/10.7577/pp.6200
Publication's open availability at the time of reporting: Open Access
Publication channel's open availability : Open Access publication channel
Web address : https://doi.org/10.7577/pp.6200
Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/508832754
Self-archived copy's licence: CC BY
Self-archived copy's version: Publisher`s PDF
The significance of theoretical knowledge for professional practice is widely acknowledged, but how students in professional education construct meanings of their major subject remains understudied. This study examined how primary student teachers reflect on the role of educational science in their professional knowledge. Textual data were collected after their first practicum in a Finnish primary teacher education programme. Discourse analysis identified four discourses. In the discourse of depth, educational science enabled a thorough understanding of pupils. In the discourse of multifacetedness, simultaneous consideration of multiple aspects of teaching was evident. In the discourse of topicality, teachers could stay updated regarding the knowledge society through educational science. The discourse of systemicity underscored the contribution of educational science to societal progress. This study provides a better understanding of student teachers’ professional knowledge in curriculum development and programme design within teacher education.
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