School-based subject teacher educators' professional roles and professional dimensions at the Finnish teacher training schools.
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| Title: | School-based subject teacher educators' professional roles and professional dimensions at the Finnish teacher training schools. |
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| Authors: | Vähä, Eliisa1 (AUTHOR) eliisa.vaha@uef.fi, Hirvonen, Riikka1 (AUTHOR), Sormunen, Kari1 (AUTHOR), Eronen, Lasse1 (AUTHOR), Väisänen, Pertti1 (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Apr2026, Vol. 70 Issue 3, p736-749. 14p. |
| Subject Terms: | *Teacher educators, *Teacher education, *Occupational roles, *Teaching experience, *Mentoring in education, *Teacher development, *Teacher training |
| Abstract: | Teaching practice periods are a vital part of subject teacher education, and school-based teacher educators are crucial actors in the professional development of student teachers. Using a cross-sectional survey, we collected quantitative data from a rarely studied teacher educator group, namely, Finnish subject teacher educators (N = 118) in university teacher training schools. We analysed the self-perceived importance of teacher educators' professional roles in relation to the professional dimensions teachers face to fulfil the tasks both as a teacher and teacher educator. The results highlighted strong subject-centeredness and orientation to practical thinking. Acting as both teacher model and professional growth supporter were equally important roles for teacher educators. Although most teacher educators identified as professional growth supporters, research orientation was valued only by a small group. Postgraduate education and training in mentoring appear important for fostering a more theory-based approach to teacher education in teacher training schools. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Teaching practice periods are a vital part of subject teacher education, and school-based teacher educators are crucial actors in the professional development of student teachers. Using a cross-sectional survey, we collected quantitative data from a rarely studied teacher educator group, namely, Finnish subject teacher educators (N = 118) in university teacher training schools. We analysed the self-perceived importance of teacher educators' professional roles in relation to the professional dimensions teachers face to fulfil the tasks both as a teacher and teacher educator. The results highlighted strong subject-centeredness and orientation to practical thinking. Acting as both teacher model and professional growth supporter were equally important roles for teacher educators. Although most teacher educators identified as professional growth supporters, research orientation was valued only by a small group. Postgraduate education and training in mentoring appear important for fostering a more theory-based approach to teacher education in teacher training schools. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2025.2506389 |
