Student teachers’ professional growth : A case study of pedagogical practices used during the course Teacher as a Researcher

Eero Ropo & Riitta Jaatinen (eds), Subject Teacher Education in Transition: Educating Teachers for the Future Tampere: Tampere University Press, 311–334. http://urn.fi/URN:ISBN:978-952-359-016-8 Student teachers’ professional growth A case study of pedagogical practices used during the course Teacher as a Researcher Outi Stüber and Anne Jyrkiäinen This study examines student teachers’ professional growth based on Mentkowki’s and her co-authors’ theory (Mentkowski et al. 2000). The aim of this case study is to explore, design and evaluate the curriculum and pedagogical practices to support professional growth through collaborative learning and knowledge building during teacher education. The case study follows the principles of Educational Design Research (EDR) and presents one cycle of the EDR. The research data consist of student teachers’ project reports that were designed to bring on social learning among the student teachers and at the same time promote their professional growth. The results show that these types of pedagogical practices reinforce all Mentkowski’s and her co-authors’ four domains of professional growth: reasoning, performance, self-reflection and development (Mentkowski et al. 2000). 312 Outi Stüber and Anne Jyrkiäinen eero ropo & riitta jaatinen (Eds) Introduction In Finland, the research based approach to teaching is a central principle in teacher education and it is seen as one of its strengths. Building on research, academic teacher education creates a platform for student teachers to become teachers who can reflect on, develop and renew their teaching and their schools. (Niemi & Jakku-Sihvonen 2009; Uusiautti & Määttä 2013). Therefore, in their profession teachers are expected to have the competence to analyse different circumstances and to explore and research educational issues from philosophical questions to practical solutions. In addition, teachers are presumed to develop their capacity in collaborative knowledge building and be prepared to develop their own work throughout their careers. The goal for teacher development and learning is, most of all, strengthening the teachers’ abilities to promote pupils’ learning. (Kaasila & Lauriala 2010; Beijaard, Korthagen & Verloop 2007.) Southworth (2009) suggests that schools need to develop a culture characterized by collaboration, sharing of leadership, taking responsibility for individual and collective learning and professional development to become professional learning communities. This type of collaboration should promote openness, responsiveness and readiness for different views, ideas and innovations. (Southworth 2009, 103.) However, many teachers face struggles especially in the early years of their careers. Instead of learning from their experiences, they face issues of control, frustration, anger and confusion. This hinders and challenges their professional development. (Beijaard et al. 2007; Moate & Ruohotie-Lyhty 2014.) These expectations for future teachers and challenges they face in schools place many demands on teacher education. One solution to develop teacher education is to develop its curriculum. According to Mäkinen and Annala (2011), in higher education a curriculum should be wide-ranging and integrative to balance the needs of the academic world as well as society and working world. In the context of teacher Student teachers’ professional growth 313Subject teacher education in transition education, this can be understood as the integration of theory and practice in a way that supports the development of students’ expertise. In line with this, Kaasila and Lauriala (2010) argue that theory and practice should be at the heart of teacher education, in which various forms of co-operation provide opportunities, partnership and guidance for students from a variety of backgrounds and skills. Students should be encouraged to collaborate to enhance each other’s learning. (Kaasila & Lauriala 2010; Niemi & Jakku-Sihvonen 2006; Niemi & Nevgi 2014; Moate & Ruohotie-Lyhty 2014.) Meaningful learning experiences can also be achieved in situations where student teachers’ professional understanding, identity and agency are simultaneously supported (Ahonen, Pyhältö, Pietarinen & Soini 2015, 159; Moate & Ruohotie-Lyhty 2014). Teacher education in Finland, and in this case at the University of Tampere, consists of theoretical and practical studies. This chapter focuses on subject teacher education, in which pedagogical studies are carried out within one academic year. According to the curriculum of the pedagogical studies, various courses offer opportunities to participate in learning communities that actively encourage teaching, studying and researching. The studies emphasize the research-based approach to the teaching profession and aim to support student teachers’ professional development. (University of Tampere 2014.) However, the curriculum of the teacher’s pedagogical studies can appear fragmented and the connections between various courses can remain shallow unless the students are guided in their professional growth. Therefore, the aim of this study is to explore ways to develop the curriculum to support the professional growth of student teachers through social learning during their studies. 314 Outi Stüber and Anne Jyrkiäinen eero ropo & riitta jaatinen (Eds) The background of this study Educational Design Research Our interest is to explore and understand academic teacher education in order to support student teachers’ professional growth better. As researchers, we understand the reality being socially constructed and therefore the research paradigm can be seen as constructive (MacKenzie & Knipe 2006; Schwandt 1994). The research stems from the perspective of societal, pedagogical and educational development, and encourages research-based dialogue among student teachers and teacher educators. The case study presented in this chapter is one part of an Educational Design Research (EDR) cycle. The premise of Educational Design Research is holistic, which means that despite the interest of studying specific objects, processes and contexts the goal is to investigate the subject as a meaningful phenomenon. (Plomp 2013; Van den Akker et al. 2006, 5). The methodological frame of this study is Educational Design Research (EDR), which can be used to develop and confirm the planning of educational processes. EDR is based on continuous cycles of design, enactment, analysis and redesign. Educational design research supports authentic educational design processes and results in interventions, professional growth and development and even curriculum reform (Design-Based Research Collective 2003; Nieveen 2013; Plomp 2013; Van den Akker 2013). In other words, EDR aims to bridge a gap between theory and practice and is pragmatic in nature. This case study is part of educational design research, the aim of which is curriculum development and thus, according to Van den Akker (2013), includes the phases such as 1) Preliminary investigation: This phase includes, for example, intensive and systematic familiarization with the curriculum, its challenges and the context. It can also consist of reviews of scientific literature and consulting of experts. Student teachers’ professional growth 315Subject teacher education in transition 2) Theoretical embedding: In this phase, researchers aim to connect theoretical knowledge to the design of the curriculum development. This theoretical embedding can increase the transparency and reliability of the arguments. 3) Empirical testing: During this phase, researchers collect empirical evidence on the practicality of the intervention in the selected context. Cycles of empirical testing can be seen as small case studies (such as the case study presented in this chapter). 4) Documentation, analysis and reflection on process and outcomes: The final phase includes systematic documentation, analysis and reflection on the different phases of the process. (Van den Akker 2013, 64.) According to Akkerman et al. (2013), Educational Design Research can contain different motives, which lead to different “epistemological cultures”. In formative design research, which this study represents, the design and change in practices are highlighted and thus the organic nature of the process, as well as the role of participants, become central. (Akkerman et al. 2011; Engeström & Sannino 2010.) Soini et al. (2013) write about different levels of the design research instead of motives or cultures. They argue that the process and the results of design research can be viewed through three levels, which are theoretical design, developmental design and empirical design. The way in which the premises, processes, innovations or the results appear depends on the chosen level. (Soini et al. 2013.) Building the model of student teachers’ professional growth The first phases of this educational design study were built on examining and reflecting on the research on professional development in higher education and in teacher education (e.g. Mentkowski & et al. 2000; Ruohotie 2003; 2004; Korthagen & Vasalos 2005; Beijaard et al. 2003; Niemi & Jakku-Sihvonen 2006; Moate & Ruohotie-Lyhty 316 Outi Stüber and Anne Jyrkiäinen eero ropo & riitta jaatinen (Eds) 2014). The curriculum of the subject teachers’ pedagogical studies was read through thoroughly and the different modules that support student teachers’ professional growth were identified. In addition, the course assignments were created in association with those modules. Previous research shows that the teacher education that manages to convey coherent views on teaching and learning and in which these views are carried through different courses and practicums have greater impact on student teachers’ concepts of being a teacher than the programmes where the courses are disconnected (DarlingHammond et al. 2005, 392). Therefore, by developing and modelling the curriculum, teacher educators can reinforce the coherence of their teacher education programmes. We started to place the themes we found in the curriculum and from the research literature (such as different pedagogical environments, the impact of student teachers’ views on learning and teaching, practices and professional identity) into a picture based on the teacher education programme at the University of Lapland (Kaasila & Lauriala 2010; Lauriala et al. 2014, 102). In Figure 1, we illustrate the model of a student teacher’s professional growth that we created and to which this case study is linked. It is noteworthy that the process of student teachers’ professional growth can seem static when presented as a figure. Yet, in the model, we consider student teachers as active learners (Mentkowski & et al. 2000; Niemi 2002; Ruohotie 2004a). We have found the model a useful tool to understand and develop the pedagogical practices in teacher education, which can lead all the way into curriculum development. In the center of the model, we placed themes found from previous research and curriculum analysis. On the right side of the model, we placed various essential pedagogical environments identified as important to teachers’ understanding and in which the student teachers also do their teaching practice. Thus far, the model resembles the model of the University of Lapland to some extent (Lauriala et al. 2014). When looking at the studies, we discussed what scientific Student teachers’ professional growth 317Subject teacher education in transition methods and approaches could be utilized in each pedagogical learning assignment. The left side of the model was the last part to be completed when, during pedagogical studies, the accumulated data were grouped and collected for analysis. The learning assignments that we chose for the left side of the model illustrate how student teachers could be encouraged to seek connection between theory and practice. In the model, the different parts interact with each other horizontally and vertically. Vertically viewed, the professional growth and development of a student’s professional identity begins by reflecting the origin, orientation and ontological questions the student teachers have. Guided teaching practice provides the students with an opportunity to reflect on their experiences as teachers both with the supervising teachers and with their peers. Later on, during the studies, conceptions and beliefs are processed and analyzed. Horizontally viewed, the student teachers expand their understanding of the teaching profession and learn to see connections between different pedagogical environments. The goal of the pedagogical studies is to provide the student teachers with the knowledge and skills required for achieving a sustainable professional identity and personal praxis. It is noteworthy that teacher identity and personal theory are reconstructed during the professional life, and thus we do not argue that these are completed during the studies. Nevertheless, the aim of teacher education should be to give sufficient understanding and tools to create a professional teacher identity (van Huizen et al. 2006; Jakku-Sihvonen et al. 2014, 96). 318 Outi Stüber and Anne Jyrkiäinen eero ropo & riitta jaatinen (Eds) Figure 1. The model of student teacher’s professional growth (Lauriala, KyröÄmmälä & Ylitapio-Mäntylä 2014, 102) modified by Stüber & Jyrkiäinen Student teachers’ professional growth 319Subject teacher education in transition The case study presented in this chapter focuses on practices that were designed for a course called Teacher as a Researcher and were targeted to support the foundation of the model: Performance in the classroom and school community, pedagogical innovations, interpretation and application of school’s curriculum, school development. Next, we will present the educational theories that guided our course planning and, hence, the case study as well. Theoretical background Professional growth We build our theoretical framework of professional growth on the theoretical and educational model of Mentkowski and her coauthors (2000). According to them, an educational programme can simultaneously develop mastery of thought in the disciplines and professions, meaningful self-reflection, development of a person as a whole, and the performance in work, family and civic settings. In addition, educators who have a developmental perspective on students’ thinking, reflection and growth can create a curriculum that fosters learning that lasts. (Mentkowski et al. 2000.) Accordingly, we find this framework useful as a tool to understand the process of professional growth and to plan pedagogical practices that support student teachers’ learning. Mentkowski and her co-authors (2000) present a model of professional growth that integrates learning, development and performance. According to them, there are four transformatively integrated domains of personal growth where an active learner is at the heart of the process. Those domains are 1) reasoning, 2) performance, 3) self-reflection, and 4) development. Reasoning focuses on the role of contemplation skills. It is linked to declarative knowledge structure, formal, abstract and systematic reasoning and basic cognition and its 326 Outi Stüber and Anne Jyrkiäinen eero ropo & riitta jaatinen (Eds) emphasised more than the other two. The emphasis was either on reasoning and development or on performance and self-reflection. In the domains of reasoning and development, growth happens in the inner structures, whereas in the domain of performance and selfreflection, growth is linked to the context. This difference in emphasis can be a result of the project theme or the ways the projects were executed. It is also important to consider that the reports were written as course assignments and the instructions were not to describe the students’ professional growth. Despite these limitations and different emphasis on the domains, the data indicate that professional growth took place and as Mentkowski and her co-authors (2000, 190) argue, growth in one domain promotes growth in other domains as well. Student teachers’ professional growth 327Subject teacher education in transition Domain Project Form Citation as characterization Reasoning abstract, sound, insightful The future of teaching mathematics Interest in understanding content and pedagogy of teaching mathematics “In order to develop the teaching of mathematics into more practical mathematics, the mathematics teacher education should also be more practically oriented.” Performance effective Drama as a pedagogical method Interaction between student teachers and multicultural group “It was noteworthy that we, as teachers, also participated as equals in the exercises instead of just instructing.” Group dynamics among pupils The influence of teacher’s actions on group dynamics “Teacher is the primus motor of group spirit and he/she is an example of how to respect others.” Selfreflection perceptive, insightful, adaptive Group dynamics among pupils Reflecting group dynamics as a phenomenon and through that develop pedagogical skills “Our research shows that teachers’ attitude and actions have an impact on the pupils’ feeling of safety, which then has effects on group dynamics. --- Thus, by understanding group dynamics, how it forms and its components, teachers can have an impact on their pupils’ learning processes.” Drama as a pedagogical method Reflecting on the feedback “We could imagine that any one of us could continue with the same group of students after successful drama session.” Collaboration among different subject teachers Reflecting on collaborative teaching “We felt that this topic (collaboration) was meaningful, because none of us wanted to teach only one subject but teach collaboratively.” Development integrative, ethical Collaboration among different subject teachers Understanding pedagogical themes that were profoundly significant to the group “Becoming a good teacher is a similar process as becoming an expert in any other field. --- That is why teachers should co-operate with other teachers in order to develop as experts.” Drama as a pedagogical method Understanding the learning process “The drama process gave us a new view of the everyday life of immigrants. The learning process became a collaborative experience.” Table 1. Student teachers’ projects in relation to Mentkowski’s and her co-authors’ (2000) four domains 328 Outi Stüber and Anne Jyrkiäinen eero ropo & riitta jaatinen (Eds) Conclusion and discussion In this study, we have presented a cycle of Educational Design Research where the focus has been on supporting student teachers’ professional growth. Based on various studies on the development of student teachers, we constructed a model of the student teacher’s professional growth (Jyrkiäinen et al. 2014). We used and tested one part of the model during the course, Teacher as a Researcher. The theoretical background of this empirical testing phase leans on professional growth (Mentkowski & al. 2000) and social learning (e.g. Lave & Wenger 1991; Vygotsky 1978; Scardamalia & Bereiter 2006). During the course, the student groups executed projects that were based on their common interests. The written project reports served as data for this study cycle. As a result, the projects indicate that these types of academic pedagogical practices support student teachers’ professional understanding in different domains: reasoning, performance, self-reflection and development. In addition, these types of pedagogical practices provide a good example of social learning and collaborative knowledge building. The general aim of our design research has been to develop the curriculum of the pedagogical studies at the University of Tampere by modelling student teachers’ professional growth. In our research and in this research cycle, in particular, the emphasis has been on developing pedagogical practices. When the research cycle is viewed through the different levels defined by Soini et al. (2013), the results of the study indicate that on theoretical level, it is possible to support student teachers’ professional growth by creating possibilities to act as a responsible member of a community. Therefore, we argue that the theory of Mentkowski and her co-authors (2000) can be viewed and examined together with theories of social learning. On the developmental level, the model of a student teachers’ professional growth allows teacher educators to create various pedagogical experiments and innovations. However, to strengthen the theoretical Student teachers’ professional growth 329Subject teacher education in transition background of the model, it needs further cycles of empirical testing. The results on each level imply that the model and the theory of professional growth by Mentkowski & et al. (2000) could bring a useful perspective to developing the curriculum in teacher education. According to van Huizen et al. (2005), a student teacher’s professional identity develops in guided participation when the participation consists of a commitment to an image of teaching that is personally and publicly meaningful and that underlies and directs the acquisition of professional knowledge and skills. This type of Vygotskian perspective requires that teacher education can ensure fruitful interaction between practice and theory, action and reflection, and where individuals can develop personal meanings through social practices. In our implementation of the course Teacher as a Researcher, we encouraged student teachers to find their own views, reflect on their experiences and thoughts and to implement them into their collaborative projects. Consequently, we managed to find bridges between theory and practice and successful collaboration between student teachers. During teacher education, educators can strive to create an atmosphere of togetherness where students can study and do research together in a productive and professionally stimulating atmosphere. Finally, the substance of teacher education and its basic tone leans on community, theoretical and practical connection to support student teachers’ professional growth. This study shows that using and developing social and collaborative pedagogical practices allows a broad spectrum of different possibilities to support student teachers’ professional growth. 330 Outi Stüber and Anne Jyrkiäinen eero ropo & riitta jaatinen (Eds) References Ahonen, E., Pyhältö, K., Pietarinen, J. & Soini, T. 2015. Student teacher’s key learning experiences – Mapping the steps for becoming a professional teacher. International Journal of Higher Education, 4 (1), 151–165. Akkerman, S. F., Bronkhorst, L. H. & Zitter, I. 2013. The complexity of educational design research. Quality & Quantity: International Journal of Methodology, 47 (1), 421–439. Beijaard, D., Korthagen, F. A. J. & Verloop, N. 2007. Understanding how teachers learn as a prerequisite for promoting teacher learning. Teachers and Teaching: theory and practice, 13 (2), 105–108. Beijaard, D., Meijer, P. C. & Verloop, N. 2003. Reconsidering research on teacher’s professional identity. Teaching and Teacher Education, 20, 107–128. Darling-Hammond, L., Hammerness, K., Grossman, P, Rust, F. & Shulman, L. 2005. The design of teacher education programmes. In L. DarlingHammond & J. Bransford (eds.) Preparing teachers for a changing world. What teachers should learn and be able to do. San Francisco: Jossey-Bass, 390–441. Design-based research collective. 2003. Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32 (1), 5-8. Engeström, Y. & Sannino, A. 2010. Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5 (1), 1–24. Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M. & Zeichner, K. 2005. How teachers learn and develop. In L. Darling-Hammond & J. Bransford (eds.) Preparing teachers for a changing world. What teachers should learn and be able to do. San Francisco: Jossey-Bass, 358–389. Jakku-Sihvonen, R., Koskimies-Sirén, T., Lavonen, J., Mäkitalo-Siegl, K. & Virta, A. 2015. Opettajankoulutuksen kehittäminen. In N. Ouakrim-Soivio, A. Rinkinen & T. Karjalainen (eds.) Tulevaisuuden peruskoulu. Helsinki: Opetusja kulttuuriministeriön julkaisuja 2015:8, 96–105. Jyrkiäinen, A., Kovalainen, H. A. & Stüber, O. 2014. Tutkiva opettaja. Kehittämishankkeiden raportit. Tampere: Tampereen yliopisto, Kasvatustieteiden yksikkö, OPE-PEDA II. Student teachers’ professional growth 331Subject teacher education in transition Jyrkiäinen, A., Stüber, O. & Roisko, H. 2014. Opettajan ammatillisen kasvun malli. [picture] In A. Jyrkiäinen, H. A. Kovalainen & O. Stüber (eds.) Tutkiva opettaja. Kehittämishankkeiden raportit. Tampere: Tampereen yliopisto, kasvatustieteiden yksikkö, OPE-PEDA II, 4. Kaasila, R. & Lauriala, A. 2010. Towards a collaborative, interactionist model of teacher change. Teaching and Teacher Education, 26 (4), 854–862. Korthagen, F. AJ. & Vasalos, A. 2005. Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice, 11(1), 47–71. Kovalainen, H. A. 2014. Tutkivaa opettajuutta etsimässä: yhteistyön rakentumisia ja risteyksiä. In A. Jyrkiäinen, H. A. Kovalainen & O. Stüber (eds.) Tutkiva opettaja. Kehittämishankkeiden raportit. Tampere: Tampereen yliopisto, Kasvatustieteiden yksikkö, OPEPEDA II, 5–16. Lauriala, A., Kyrö-Ämmälä, O. & Ylitapio-Mäntylä, O. 2014. Tutkivaksi opettajaksi kehittymisen edistäminen Lapin yliopiston luokanopettajakoulutuksessa. In S. Mahlamäki-Kultanen, A. Lauriala, A. Karjalainen, A. Rautiainen, M. Räkköläinen, E. Helin, P. Pohjonen & K. Nyyssölä (eds.) Opettajankoulutuksen tilannekatsaus. Helsinki: Opetushallitus, Muistiot 2014:4, 98–106. Lave, J. & Wenger, E. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. MacKenzie, N. & Knipe, S. 2006. Research dilemmas: Paradigms, methods and methodology. Issues in Educational Research, 16 (2), 193–205. Mentkowski, M., Rogers, G., Doherty, A., Loacker, G., Hart, J. R., Rickards, W., & Diez, M. 2000. Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco, CA: Jossey-Bass. Miles, M. B. & Huberman, A. M. 1994. Qualitative data analysis (2. edition). London: Sage. Moate, J. & Ruohotie-Lyhty, M. 2014. Identity, agency and community: reconsidering the pedagogic responsibilities on teacher education. British Journal of Educational Studies, 62 (3), 249–264. Mäkinen, M. & Annala, J. 2011. Korkeakoulutuksen opetussuunnitelma tulkintojen kohteena. In M. Mäkinen, V. Korhonen, J. Annala, P. Kalli, P. Svärd & V.-M. Värri (eds.) Korkeajännityksiä. Kohti osallisuutta luovaa korkeakoulutusta. Tampere: Tampere University Press, 104–129. 332 Outi Stüber and Anne Jyrkiäinen eero ropo & riitta jaatinen (Eds) Niemi, H. 2002. Active learning—a cultural change needed in teacher education and schools. Teaching and teacher education, 18 (7), 763– 780. Niemi, H. & Jakku-Sihvonen, R. 2006. Research-based teacher education. In R. Jakku-Sihvonen & H. Niemi (eds.) Research-based teacher education in Finland – Reflections by Finnish teacher educators. Research in Educational Sciences 25. Turku: Finnish Educational Research Association, 31–50. Niemi, H. & Jakku-Sihvonen, R. 2009. Teacher education curriculum of secondary school teachers. Helsinki: University of Helsinki. Niemi, H. & Nevgi, A. 2014. Research studies and active learning promoting professional competencies in Finnish teacher education. Teaching and Teacher Education, 43, 131–142. Nieveen, N. 2013. Formative evaluation in educational design research. In T. Plomp & N. Nieveen (eds.) An introduction to educational design research. Enschede: SLO. Netherlands institute for curriculum development, 89–102. Retrieved from http://international.slo. nl/ariadne/loader.php/projects/slo/slo2/site/downloads/2013/ educational-design-research-part-a.pdf/ in April 29 th 2016. Plomp, T. 2013. An introduction. In T. Plomp & N. Nieveen (eds.) An introduction to educational design research. Enschede: SLO. Netherlands institute for curriculum development, 10–51. Retrieved from http://international.slo.nl/ariadne/loader.php/projects/slo/ slo2/site/downloads/2013/educational-design-research-part-a.pdf/ in April 29 th 2016. Ruohotie, P. 2003. Asiantuntijana kehittyminen. In E. Okkonen (ed.) Ammattikorkeakoulun jatkotutkinto – lähtökohdat ja haasteet. Hämeenlinna: Hämeen ammattikorkeakoulu, 64–79. Ruohotie, P. 2004a. Metakognitiiviset taidot ja ammatillinen kasvu yliopistokoulutuksessa. In A. Järvinen, A.-R. Nummenmaa, E. Syrjäläinen, T. Takala, A. Savisaari & T. Järventie (eds.) Puheenvuoroja kasvatusalan yliopistokoulutuksen kehittämisestä. Tampere: Tampereen yliopisto. Kasvatustieteiden tiedekunta, 27–38. Ruohotie, P. 2004b. Työelämän osaamistarpeet [Power Point slides]. Retreived from http://www5.hamk.fi/arkisto/portal/page/portal/ HAMKJulkisetDokumentit/Tutkimus_ja_kehitys/Tupa1/Pekka_ Ruohotie.pdf in October 13th 2015. Student teachers’ professional growth 333Subject teacher education in transition Scardamalia, M. & Bereiter, C. 2006. Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (ed.) Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press, 97–118. Schwandt, T. A. 1994. Constructivist, interpretivist approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (eds.) Handbook of qualitative research. Thousand Oaks, London, New Delhi: SAGE Publications, 118–137. Shulman, L. S. 2000. Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21 (1), 129–135. Shulman, L. S. & Shulman, J. H. 2004. How and what teachers learn: a shifting perspective. Journal of Curriculum Studies, 36 (2), 257–271. Soini, T., Pietarinen, J. & Pyhältö, K. 2013. Design research approach in large scale educational innovations. In I. R. Haslam, M. S. Khine & I. M. Saleh (eds.) Large scale school reform and social capital building. London: Routlegde, 70–92. Southworth, G. 2009. Learning-centered leadership (2nd edition). In B. Davies (ed.) The essentials of school leadership. London: SAGE Publications, 91–111. Säljö, R. 2001. Oppimiskäytännöt: sosiokulttuurinen näkökulma. Helsinki: WSOY. University of Tampere 2014. School of Education. Subject Teacher Education. Retrieved from http://www.uta.fi/edu/en/subject_teacher_ education/index.html in April 29th 2016. Uusiautti, S. & Määttä, K. 2013. Good teachers and good teacher-educators: A glance at the current teacher education in Finland. Asian Journal of Education and e-Learning, 1 (1), 1–6. Van den Akker, J. 2013. Curriculum design research (3rd edition). In T. Plomp & N. Nieveen (eds.) An introduction to educational design research. Enschede: SLO. Netherlands institute for curriculum development, 53–71. Retrieved from http://international.slo.nl/ariadne/loader.php/ projects/slo/slo2/site/downloads/2013/educational-design-researchpart-a.pdf/ in April 29th 2016. Van den Akker, J., Gravemeijer, K., McKenney, S. & Nieveen, N. (eds.) 2006. Educational design research. London: Routledge. van Huizen, P., van Oers, B. & Wubbels, T. 2006. A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37 (3), 267–290. 334 Outi Stüber and Anne Jyrkiäinen eero ropo & riitta jaatinen (Eds) Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harward University Press. (M. Cole & V. John-Steiner, eds.) Vygotsky, L. S. 1982/1934. Ajattelu ja kieli. Espoo: Weiling + Göös. (K. Helkama & A. Koski Jännes, trans.) (Original work Myšlenie i reč 1934). Wenger, E. 2006. Communities of Practice: Learning, Meaning, and Identity (first published in 1998). Cambridge: Cambridge University Press.