Väitös (kasvatustiede): MA Wenwen Yang
Aika
15.6.2024 klo 12.00 - 16.00
MA Wenwen Yang esittää väitöskirjansa ”Teacher–child relationships, interactions, and culturally inclusive pedagogy: A study on pre- and in-service early childhood education teachers in Finland” julkisesti tarkastettavaksi Turun yliopistossa lauantaina 15.06.2024 klo 12.00 (Turun yliopisto, Educarium, EDU2-luentosali, Assistentinkatu 5, Turku).
Yleisön on mahdollista osallistua väitökseen myös etäyhteyden kautta: https://utu.zoom.us/j/5172204360
Vastaväittäjänä toimii dosentti Jenni Salminen (Jyväskylän yliopisto) ja kustoksena professori Maarit Silvén (Turun yliopisto). Tilaisuus on englanninkielinen. Väitöksen alana on kasvatustiede.
Väitöskirja yliopiston julkaisuarkistossa: https://urn.fi/URN:ISBN:978-951-29-9750-3
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Tiivistelmä väitöstutkimuksesta:
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.
Yleisön on mahdollista osallistua väitökseen myös etäyhteyden kautta: https://utu.zoom.us/j/5172204360
Vastaväittäjänä toimii dosentti Jenni Salminen (Jyväskylän yliopisto) ja kustoksena professori Maarit Silvén (Turun yliopisto). Tilaisuus on englanninkielinen. Väitöksen alana on kasvatustiede.
Väitöskirja yliopiston julkaisuarkistossa: https://urn.fi/URN:ISBN:978-951-29-9750-3
***
Tiivistelmä väitöstutkimuksesta:
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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