Research groups’ meeting

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Research groups’ meeting

Eötvös Loránd University

Faculty of Education and Psychology 21.3. 2017

Päivi Tynjälä

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FinnishInstitute for EducationalResearch

Finnish Institute for Educational Research, FIER



A national centre for educational research, established in 1968



A multidisciplinary research institute based at the University of Jyväskylä



Mission: to develop education through

scientific research

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•Adult competencies

•Academic work

•Citizenship and democracy education

•Data processing team

•Economics of Education

•Higher Education Studies Team

•International assessment studies (incl.

PISA, PIRLS, TIMSS, ICCS, ICILS, PIAAC, TALIS)

•Learning and technology

•Learning communities, interaction, and dialogue

•Lifelong guidance

•Migration, Mobilities and Internationalization

•Teacher Development

•Teaching and Learning in Higher Education

•Wisdom and learning team

•Working life, learning and education

Research teams at FIER

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International assessment studies

 PISA – Programme for International Student Assessment (2015)

 TIMSS – Trends in International Mathematics and Science Study (2015)

 PIRLS – Progress in International Reading Literacy Study (2016)

 ICCS – International Civic and Citizenship Education Study (2016)

 TALIS – Teaching and Learning International Survey (2013)

 PIAAC – Programme for International Assessment of Adult Competencies (2011–12)

 AHELO – Assessment of Higher Education Learning Outcomes

 ATC21S – Assessment and Teaching of 21st Century Skills

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National collaboration

 Ministry of Education and Culture

 Other ministries

 Finnish National Board of Education

 Finnish Education Evaluation Centre (FINEEC)

 Local authorities

 Universities

 Schools and vocational institutions

 Workplaces

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Funding 2015

 An annual budget of approx. € 6.6 million

 University of Jyväskylä 2 855 600 €

 External funding 3 791 200 €

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Research on Higher Education at the Finnish Institute for

Educational Research

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Research teams focused only on HE:

1) Higher education studies team

2) Teaching and learning in higher education 3) Academic work

4) Teacher development

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Two research lines:

1) Reseach on higher education policy and practices

2) Research on learning and teaching

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Teaching and Learning in Higher Education

The team examines teaching and learning in higher education from different viewpoints. Research focuses on the following topics:

• Teachers’ and students’ experiences of teaching and learning in university

• Teachers’ pedagogical thinking and students’ critical thinking

• ICT in teaching and learning

• Assessment and feedback practices

• Pedagogical features of learning environments

• Student agency and the development of generic working life skills

Team leader: Päivi Tynjälä

Members: Sanna Honkimäki, Päivikki Jääskelä, Päivi Häkkinen, Eeva Kallio, Kari Nissinen, Anne Virtanen + Terhi Skaniakos, Jukka Utriainen

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Factors explaining learning of

generic skills: A study of university students’ experiences

Anne Virtanen & Päivi Tynjälä University of Jyväskylä, Finland

Higher Education Conference Amsterdam 12.-15.7.2016

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http://www.hercampus.com/life/academics/10-hardest-easiest-classes-harvard-university

Perceptions of pedagogical

characteristics of learning environment

Self-assessed learning outcomes: generic

skills

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Predictors of learning of higher-order skills

 Critical thinking (R²= .182)

1) Critical inspection of knowledge (β= .426)

 Decision making skills (R²= .321)

1) Working together with others (β= .226)

2) Assessment of other students’ work (β= .223)

3) Feedback, assessment, and summarizing of tasks (β= .222)

 Problem-solving skills (R²= .486)

1) Acting at the interface between theory and practice (β= .314) 2) Reading (NEGATIVE) (β= -.225)

4) Assessment of other students’ work (β= .203)

 Ability to solve occupational problems (R²= .462)

1) Acting at the interface between theory and practice (β= .601) 2) Working alone (NEGATIVE) (β= -.220)

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Predictors of learning of social skills

 Interaction skills (R²= .560)

2) Sharing and and utilizing students’ earlier experiences and knowledge (β= .297)

3) Listening (NEGATIVE) (β= - .170)

 Collaboration skills (R²= .569)

2) Feedback, assessment, and summarizing of tasks (β= .223) 3) Sharing and and utilizing students’ earlier experiences and knowledge (β= .203)

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Predictors of learning of creativity

 Resoursefulness, innovativeness, and creativity (R²= .364) 1) Critical inspection of knowledge (β= .428)

2) Positive learning atmosphere during the course (β= .248) 3) Lecturing (β= - .163)

 Ability to operate in new situations (R²= .415)

1) Acting at the interface between theory and practice (β= .395) 2) Reading (NEGATIVE) (β= -.246)

3) Sharing and utilizing students’ earlier experiences and knowledge (β= .213)

21.8.2015

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Teacher Development

- The research target: teachers’ professional development as a lifelong journey

- The purpose is not only to study how things are but also to change them for the better  action

research

Team leader: Hannu Heikkinen

Members: Leena Lestinen, Ilona Markkanen, Matti Pennanen, Raili Puranen, Matti Taajamo, Päivi Tynjälä

Projects, e.g.:

Peer-Group Mentoring (Verme) http://www.osaavaverme.fi/eng TALIS http://www.oecd.org/edu/school/jointalis2018.htm

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FinnishInstitute for EducationalResearch Päivi Häkkinen, Arto Ahonen,

Johanna Pöysä-Tarhonen, Anne Virtanen, Mikko Niilo-Rämä

A longitudinal study on teacher

students’ 21st century skills and the impact of inquiry-based pedagogical designs on these skills

RESEARCH QUESTIONS

 What are students’ existing strategic skills, collaborative problem solving skills and skills to use ICT in teaching and

learning when they enter into teacher education studies?

 How do students develop in these skills during their teacher education studies?

 How do ICT-based inquiry learning approaches promote these skills?

https://prep21.wordpress.com/

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FinnishInstitute for EducationalResearch In general, pre-service teachers assess their strategic

learning skills and collaboration dispositions high.

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Research on student agency Päivikki Jääskelä

 Aims of the study:

 To develop a research tool to assess university students’ agency

 To get knowledge of students’ experiences of their own agency, and of the learning environment of the course

 To capture course-specific pedagogical and technological factors related to strong agency experiences

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Self-efficacy Interest and

motivation

Competence beliefs

Teacher’s attitude to

students

Opportunities for

participation Opportunities

for influence

INDIVIDUAL RESOURCES

Equal treatment

Opportunities for choices Peer support

CLIMATE AND RELATIONS TO OTHERS

PARTICIPATORY RESOURCES

Participation activity –

responsibility as learner Easy of

participation

DIMENSIONS OF AGENCY

(Jääskelä 2016)

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• Interest and motivation (α =.87)

• Self-efficacy (α =.87)

• Competence beliefs (α =.87)

• Participation activity (activity and easy of participation) (α

=.91)

Individual resources

• Equal treatment (α =.74)

• Teacher support (α =.80)

• Peer support (α =.77)

• Trust (α =.84)

Social resources

• Opportunities for influence (α =.76)

• Opportunities for choices (α =.78)

Contextual resources

Jääskelä et al. (2016)

Agency of University Student (AUS) Scale: 10 FACTORS ^ 54 claims (5 point Likert-scale; from 1=

fully disagree to 5=

fully agree)

 An open question about constrains in learning in the course

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Work-Related Learning in Higher Education

(2017-2019)

AIMS:

- to produce knowledge on workplace learning in HE - to strenghten HE teachers competence in guiding

work-related learning and supporting the development of generic skills in students

- to strenghten research-based development of teaching

- to disseminate research-based models of workplace pedagogy - to advance exchange of good practices between scientific

universities and universities of applied sciences

.

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Research questions:

What kind of pedagogies are used to support work-related learning?

What factors explain learning of academic and generic skills in work-related learning?

How do teachers, students and workplaces experience

different forms of work-related learning?

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Higher education studies (HIEST)

- focused on higher education policy and practices

- Topics: academic profession, academic work and careers, equity, intersectionality, internationalization, mobility, migration, doctoral education, international higher education assessments,

university-enterprise collaboration, and the economics of education

Team leader: Jussi Välimaa (Editor of Higher Education)

Team members: Helena Aittola, David Hoffman, Esa Kannisto, Katarzyna Kärkkäinen, Terhi Nokkala, Taru Siekkinen, Jani Ursin, Leasa Weimer, Maarit Virolainen, Päivi Vuorinen-Lampila, Juuso Välimaa,

+ Katariina Juusola, Ilkka Kauppinen, Charles Matthies, Taina Saarinen

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Networking and academic career paths: Comparative study of eight European countries

- survey of academics in eight European countries,

- how academics perceive and practice networking in connection with their career trajectories.

Terhi Nokkala, Fumasoli, T. & Ćulum, B

The assessment project of the four-stage career model (2015-2016)

- the project assessed the implementation and functionality of the four-stage career model in Finnish universities.

- In collaboration with Univ of Tampere, School of Management

Jussi Välimaa, Taru Siekkinen, Terhi Nokkala, Jani Ursin, Helena Aittola

Finnish University Careers – study of academic work, academic careers and recruitments in Finnish universities (2015 – 2016)

- Analysis of structures of and recruitment into academic careers Jussi Välimaa, Terhi Nokkala & Taru Siekkinen

Projects on Academic Work

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Thank you

for your attention!

paivi.tynjala@jyu.fi

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Research on Agency in higher education context

 Access to (and use of) resources for purposeful action in study contexts (Jääskelä et al. 2016)

 Individual, relational and contextual resources - students’

perceptions of these resources

 Rather than a stable state agency is conceived as dynamic and contextual in nature (c.f., Emirbayer and Mische 1998)

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