Dissertation defence (Educational Sciences): MA Wenwen Yang
Time
15.6.2024 at 12.00 - 16.00
MA Wenwen Yang defends the dissertation in Educational Sciences titled “Teacher–child relationships, interactions, and culturally inclusive pedagogy: A study on pre- and in-service early childhood education teachers in Finland” at the University of Turku on 15 June 2024 at 12.00 (University of Turku, Educarium, EDU2, Assistentinkatu 5, Turku).
The audience can participate in the defence by remote access: https://utu.zoom.us/j/5172204360
Opponent: Docent Jenni Salminen (University of Jyväskylä)
Custos: Professor Maarit Silvén (University of Turku)
Doctoral Dissertation at UTUPub: https://urn.fi/URN:ISBN:978-951-29-9750-3
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Summary of the Doctoral Dissertation:
The purpose of this thesis is to develop valid and reliable assessment tools to examine and foster Finnish early childhood education (ECE) teachers’ professional development from the undergraduate level onward and to improve the effectiveness of ECE teacher training programs. Three major theoretical concepts in this thesis were explored: teacher–child relationships, self-efficacy of culturally inclusive pedagogy, and teacher–child interaction, which are aligned with the key competence domains specified by the multidimensional adapted process model of teaching in educational context (MAP). Participants were ECE student teachers from a university bachelor’s degree program and qualified ECE teachers working in daycare centers in Finland. This study adopted a mixed methods approach consisting of statistical analyses for questionnaire data and systematic video observations.
The audience can participate in the defence by remote access: https://utu.zoom.us/j/5172204360
Opponent: Docent Jenni Salminen (University of Jyväskylä)
Custos: Professor Maarit Silvén (University of Turku)
Doctoral Dissertation at UTUPub: https://urn.fi/URN:ISBN:978-951-29-9750-3
***
Summary of the Doctoral Dissertation:
The purpose of this thesis is to develop valid and reliable assessment tools to examine and foster Finnish early childhood education (ECE) teachers’ professional development from the undergraduate level onward and to improve the effectiveness of ECE teacher training programs. Three major theoretical concepts in this thesis were explored: teacher–child relationships, self-efficacy of culturally inclusive pedagogy, and teacher–child interaction, which are aligned with the key competence domains specified by the multidimensional adapted process model of teaching in educational context (MAP). Participants were ECE student teachers from a university bachelor’s degree program and qualified ECE teachers working in daycare centers in Finland. This study adopted a mixed methods approach consisting of statistical analyses for questionnaire data and systematic video observations.
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