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The Role of Educational Science in Professional Knowledge: Student Teachers’ Reflections
Tekijät: Heikkilä, Mirva; Mankki, Ville; Iiskala, Tuike; Mikkilä-Erdmann, Mirjamaija
Kustantaja: Oslo Metropolitan University - Storbyuniversitetet
Julkaisuvuosi: 2025
Lehti: Professions and Professionalism
Vuosikerta: 15
Numero: 2
eISSN: 1893-1049
DOI: https://doi.org/10.7577/pp.6200
Julkaisun avoimuus kirjaamishetkellä: Avoimesti saatavilla
Julkaisukanavan avoimuus : Kokonaan avoin julkaisukanava
Verkko-osoite: https://doi.org/10.7577/pp.6200
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/508832754
Rinnakkaistallenteen lisenssi: CC BY
Rinnakkaistallennetun julkaisun versio: Kustantajan versio
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.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
