josephine moate | University of Jyväskylä (original) (raw)

Papers by josephine moate

Research paper thumbnail of Inquiry-Based Approaches in Primary Science Teacher Education

Professional Development for Inquiry-Based Science Teaching and Learning, 2018

This paper introduces a bibliographical study that aims to broaden the understanding of inquiry-b... more This paper introduces a bibliographical study that aims to broaden the understanding of inquiry-based approaches published by national magazines about teacher education in Natural Sciences (Chemistry, Physics and Biology) and Mathematics. The study included 13 Brazilian magazines, which are available online and classified as A1 and A2 by Qualis Capes. We found 35 papers and analyzed them in the light of the principles of the Discursive Analysis of Texts. Data analysis led to three categories: I) Investigation in school as a space of teacher education; II) Conceptions of teaching permeating teachers' investigation practices; and III) Professional practice in teacherresearcher education. Results showed the emergence of a coalescent argument regarding to the fact that insertion of investigation practices in class is associated with teachers' different conceptions of teaching.

Research paper thumbnail of Understanding and Nurturing Emergence—Explorations of the Temporality of Being and Becoming in Higher Education Contexts

Research paper thumbnail of Creating early language education affordances in two pre-primary education classrooms

Journal of Early Childhood Education Research, Feb 8, 2024

Research paper thumbnail of Collaboration between CLIL teachers

Routledge eBooks, May 15, 2023

Research paper thumbnail of Varhemmin helposti : luokanopettajien käytännön ideoita kieltenopetuksen varhentamiseen

Kieli, koulutus ja yhteiskunta, 2018

Tässä artikkelissa käsitellään luokanopettajien luovia ratkaisuja englannin kielen varhentamisess... more Tässä artikkelissa käsitellään luokanopettajien luovia ratkaisuja englannin kielen varhentamisessa alakoulun ensimmäisellä ja toisella luokalla. Luokanopettajilta kerättiin raportteja kevään 2018 aikana heidän hyväksi toteamistaan aktiviteeteista, joiden avulla he ovat varhentaneet vieraan kielen opetusta omassa työssään. Esimerkit ovat englannin kielen opetuksesta, mutta niitä voidaan käyttää myös muiden vieraiden kielten opetuksessa. Artikkelissa kerrotaan myös luokanopettajien omista tuntemuksista ja kokemuksista kieltenopetuksen varhentamisesta. Opettajien mukaan tunneilla on muun muassa pelattu, leikitty, kerrottu tarinoita, askarreltu ja kirjoitettu lyhyitä tekstejä ja esitelmiä. Vähäiselläkin suunnittelulla voidaan lisätä vierasta kieltä alakoulun opetukseen.nonPeerReviewe

Research paper thumbnail of Educating for democracy

Routledge eBooks, Sep 29, 2016

Proper educational planning requires us to take account of future needs and emerg-ing aspirations... more Proper educational planning requires us to take account of future needs and emerg-ing aspirations in full knowledge of the fact that the world our children will inhabit is going to be partly determined by the kind of world for which we educate. Obviously, if literacy standards are low and we need to develop a more literate society, then we must educate for it. It should be equally obvious that if our democratic way of life needs strengthening, then we must educate for that as well. Since many countries of the region aspire to an extension of democratic forms of life, it is as well to ask, in general terms, what kinds of educational practices would help to sustain more flour-ishing democracies. This question is addressed by providing theoretical grounds for practical ways of reforming the curriculum and thinking about the social basis of teaching and learning.1 The guiding ideals of democracy All societies need guiding ideals. By guiding ideals, I mean ones that help to shape and direct conduct. Such ideals are inherent in a society’s strivings and realized through them. As emblematic of its guiding ideals, a society’s efforts and successes are not merely particular labours and accomplishments. They are signs of a world that lies down the path of its continuing efforts. Such a world progressively embodies a society’s guiding ideals, however incomplete or imperfect that embodiment may be.2 It is important to acknowledge that the manifestations of a society’s ideals will be partial and flawed. No society embodies its ideals to the full. Let it be said that a democratic society is one in which there is equal access to education. Any society that aims to be democratic must therefore not only subscribe to this condition in princi-ple, but have equality of access as a guiding ideal. So long as a society is genuinely attempting to move in that direction, it can be said to have such a guiding ideal. As with de jure standards and principles and those that operate de facto, we may speak of

Research paper thumbnail of Innovatiivisen kielikasvatuksen kartta & kompassi : askeleita kehittämistyöhön

Research paper thumbnail of A Dialogical Exploration of Student Teacher Reflections: From Notions of Insideness and Outsideness to Pedagogical Alongsideness

Education Sciences, Feb 16, 2023

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of The Multiplicity of Pre-primary CLIL in Finland

Research paper thumbnail of Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective

Education Sciences

Although the mother tongue policy in Eritrea aims to promote positive language learning trajector... more Although the mother tongue policy in Eritrea aims to promote positive language learning trajectories for students, the transition to English as a medium of instruction from the start of junior education remains emotionally demanding for students until the end of tertiary education. Through in-depth qualitative interviews, this study investigates the emotional experiences of sophomore students in English language education (ELE) and seeks the sources of emotions that facilitate or debilitate English language development. Drawing on an ecological perspective, the findings highlight how students’ positive, ambivalent, and negative emotions were evoked by the conditions that informed their identities and ideal selves. This study aims to understand what activates students’ emotions and informs their visualisation of their ideal selves within the ecosystem of English language education. Overall, this study highlights the importance of creating a network of supportive emotional affordances...

Research paper thumbnail of The learner-centred interactive pedagogy classroom: Its implications for dialogic interaction in Eritrean secondary schools

Thinking Skills and Creativity

Research paper thumbnail of Exploring the conditions of English language education through the experience of Eritrean Sophomore English language learners and teachers

Apples: journal of applied language studies, Mar 24, 2023

Research paper thumbnail of Exploring dialogical spaces of discovery

Dialogic Pedagogy, Jun 2, 2023

Research paper thumbnail of CLIL teachers in Finland

Apples: journal of applied language studies, Dec 26, 2017

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most schol... more Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers' work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers' (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one's professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity towa rd teachers' emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

Research paper thumbnail of Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context

Teaching and Teacher Education, Jul 1, 2017

This study explores the professional identity of Content and Language Integrated Learning (CLIL) ... more This study explores the professional identity of Content and Language Integrated Learning (CLIL) teachers in Finnish primary education. It aims at explaining how CLIL teachers negotiate their pedagogical and relational identity, and how identity agency is exercised in negotiating a more encompassing professional identity. Thematic analysis of thirteen interviews outlines the bi-directional process of identity negotiation between personal and professional resources, and social contexts at work. The results highlight a connection between professional identity and agency, and suggest that identity negotiation is a process of working and sharing with others, but also individually.

Research paper thumbnail of Identity, agency and community: reconsidering the pedagogic responsibilities of teacher education

British Journal of Educational Studies, Jul 3, 2014

This article presents a model for teacher education based on an ongoing action research project a... more This article presents a model for teacher education based on an ongoing action research project at a Finnish university. This model draws on the educational theory of Dewey and the pedagogical sensibility of Bakhtin to critically consider the concepts of teacher identity and agency and to highlight the role of community in teacher development. Our aim is to propose a model that supports the development of new directions in teacher education that would better prepare teachers to face the challenges in their future work by engaging with the educational community in the present.

Research paper thumbnail of Being a good neighbour: developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study

Language and Intercultural Communication, Oct 14, 2020

Being a good neighbour : developing intercultural understanding through critical dialogue between... more Being a good neighbour : developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study

Research paper thumbnail of Looking for Intercultural Competences in language teacher education in Australia and Finland

Routledge eBooks, Mar 31, 2020

This chapter examines different perspectives on intercultural competences within foreign language... more This chapter examines different perspectives on intercultural competences within foreign language teacher education in two case studies in Australia and Finland. The interview and narrative data came from a number of teacher educators, pre-service language teachers, and in-service languages teachers, in Jyväskylä, Finland, and Sydney, Australia. The chapter offers a critical cross-case dialogue which seeks to better understand the different perspectives of participants in their contexts. It highlights the way in which contextual factors, similarities, differences, contradictions and instabilities are present in and across perspectives. This cross-case study provides a critical perspective into the field of foreign language education as a community-based enterprise. The findings suggest that although the resources and experiences of individual participants in the field of foreign language education are recognised and valued, responses and experiences at a community level rarely get the attention needed to develop effective pedagogical practices that foster intercultural competences that include social justice and equality in foreign language education.

Research paper thumbnail of Investigating the professional agency of secondary school English teachers in South Korea

Asian-Pacific Journal of Second and Foreign Language Education, Apr 9, 2020

This qualitative study examines the professional agency of secondary English teachers in Midweste... more This qualitative study examines the professional agency of secondary English teachers in Midwestern South Korea. Specifically, it investigates how secondary English teachers in South Korea understand their professional agency and what mediates their professional agency. The ecological approach in this study recognises that agency encompasses both individual and environmental dimensions and is formed through the constant interplay between the individual and the environment. The dataset for this study comprises 15 semi-structured interviews with secondary English teachers in South Korea. The thematic analysis highlights a significant gap between Korean English teachers' espoused agency and realisable agency, as well as three levels of legitimation that teachers have to negotiate. These levels are individual, collegial and sociocultural. The findings from this study suggest that the participating teachers censored their own pedagogical behaviours due to their own sense of inadequacy and in response to structural requirements as well as the external evaluation of parents and high-stakes test scores. This study concludes with implications for English teachers in South Korea, theorisation on teacher agency and future research.

Research paper thumbnail of An Ecological Approach to Teacher Agency in English Curriculum Design at Korean Secondary Schools

Curriculum and teaching, Jun 1, 2023

Drawing on an ecological approach to teacher agency, this empirical study investigated the dynami... more Drawing on an ecological approach to teacher agency, this empirical study investigated the dynamic interplay between teachers and the environment which emerges as teachers enact their professional agency in curriculum design. The dataset comprises semi-structured interviews with 15 Korean secondary English teachers. The findings from the thematic analysis indicate that teacher agency is achieved through the dynamic interplay between teachers and different ecosystems: micro-, meso-, exo-, macro- and chronosystem. This study concludes with practical and theoretical implications as well as suggestions for future research.

Research paper thumbnail of Inquiry-Based Approaches in Primary Science Teacher Education

Professional Development for Inquiry-Based Science Teaching and Learning, 2018

This paper introduces a bibliographical study that aims to broaden the understanding of inquiry-b... more This paper introduces a bibliographical study that aims to broaden the understanding of inquiry-based approaches published by national magazines about teacher education in Natural Sciences (Chemistry, Physics and Biology) and Mathematics. The study included 13 Brazilian magazines, which are available online and classified as A1 and A2 by Qualis Capes. We found 35 papers and analyzed them in the light of the principles of the Discursive Analysis of Texts. Data analysis led to three categories: I) Investigation in school as a space of teacher education; II) Conceptions of teaching permeating teachers' investigation practices; and III) Professional practice in teacherresearcher education. Results showed the emergence of a coalescent argument regarding to the fact that insertion of investigation practices in class is associated with teachers' different conceptions of teaching.

Research paper thumbnail of Understanding and Nurturing Emergence—Explorations of the Temporality of Being and Becoming in Higher Education Contexts

Research paper thumbnail of Creating early language education affordances in two pre-primary education classrooms

Journal of Early Childhood Education Research, Feb 8, 2024

Research paper thumbnail of Collaboration between CLIL teachers

Routledge eBooks, May 15, 2023

Research paper thumbnail of Varhemmin helposti : luokanopettajien käytännön ideoita kieltenopetuksen varhentamiseen

Kieli, koulutus ja yhteiskunta, 2018

Tässä artikkelissa käsitellään luokanopettajien luovia ratkaisuja englannin kielen varhentamisess... more Tässä artikkelissa käsitellään luokanopettajien luovia ratkaisuja englannin kielen varhentamisessa alakoulun ensimmäisellä ja toisella luokalla. Luokanopettajilta kerättiin raportteja kevään 2018 aikana heidän hyväksi toteamistaan aktiviteeteista, joiden avulla he ovat varhentaneet vieraan kielen opetusta omassa työssään. Esimerkit ovat englannin kielen opetuksesta, mutta niitä voidaan käyttää myös muiden vieraiden kielten opetuksessa. Artikkelissa kerrotaan myös luokanopettajien omista tuntemuksista ja kokemuksista kieltenopetuksen varhentamisesta. Opettajien mukaan tunneilla on muun muassa pelattu, leikitty, kerrottu tarinoita, askarreltu ja kirjoitettu lyhyitä tekstejä ja esitelmiä. Vähäiselläkin suunnittelulla voidaan lisätä vierasta kieltä alakoulun opetukseen.nonPeerReviewe

Research paper thumbnail of Educating for democracy

Routledge eBooks, Sep 29, 2016

Proper educational planning requires us to take account of future needs and emerg-ing aspirations... more Proper educational planning requires us to take account of future needs and emerg-ing aspirations in full knowledge of the fact that the world our children will inhabit is going to be partly determined by the kind of world for which we educate. Obviously, if literacy standards are low and we need to develop a more literate society, then we must educate for it. It should be equally obvious that if our democratic way of life needs strengthening, then we must educate for that as well. Since many countries of the region aspire to an extension of democratic forms of life, it is as well to ask, in general terms, what kinds of educational practices would help to sustain more flour-ishing democracies. This question is addressed by providing theoretical grounds for practical ways of reforming the curriculum and thinking about the social basis of teaching and learning.1 The guiding ideals of democracy All societies need guiding ideals. By guiding ideals, I mean ones that help to shape and direct conduct. Such ideals are inherent in a society’s strivings and realized through them. As emblematic of its guiding ideals, a society’s efforts and successes are not merely particular labours and accomplishments. They are signs of a world that lies down the path of its continuing efforts. Such a world progressively embodies a society’s guiding ideals, however incomplete or imperfect that embodiment may be.2 It is important to acknowledge that the manifestations of a society’s ideals will be partial and flawed. No society embodies its ideals to the full. Let it be said that a democratic society is one in which there is equal access to education. Any society that aims to be democratic must therefore not only subscribe to this condition in princi-ple, but have equality of access as a guiding ideal. So long as a society is genuinely attempting to move in that direction, it can be said to have such a guiding ideal. As with de jure standards and principles and those that operate de facto, we may speak of

Research paper thumbnail of Innovatiivisen kielikasvatuksen kartta & kompassi : askeleita kehittämistyöhön

Research paper thumbnail of A Dialogical Exploration of Student Teacher Reflections: From Notions of Insideness and Outsideness to Pedagogical Alongsideness

Education Sciences, Feb 16, 2023

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of The Multiplicity of Pre-primary CLIL in Finland

Research paper thumbnail of Investigating the Emotional Experiences of Sophomore Students in English Language Education in Eritrea from an Ecological Perspective

Education Sciences

Although the mother tongue policy in Eritrea aims to promote positive language learning trajector... more Although the mother tongue policy in Eritrea aims to promote positive language learning trajectories for students, the transition to English as a medium of instruction from the start of junior education remains emotionally demanding for students until the end of tertiary education. Through in-depth qualitative interviews, this study investigates the emotional experiences of sophomore students in English language education (ELE) and seeks the sources of emotions that facilitate or debilitate English language development. Drawing on an ecological perspective, the findings highlight how students’ positive, ambivalent, and negative emotions were evoked by the conditions that informed their identities and ideal selves. This study aims to understand what activates students’ emotions and informs their visualisation of their ideal selves within the ecosystem of English language education. Overall, this study highlights the importance of creating a network of supportive emotional affordances...

Research paper thumbnail of The learner-centred interactive pedagogy classroom: Its implications for dialogic interaction in Eritrean secondary schools

Thinking Skills and Creativity

Research paper thumbnail of Exploring the conditions of English language education through the experience of Eritrean Sophomore English language learners and teachers

Apples: journal of applied language studies, Mar 24, 2023

Research paper thumbnail of Exploring dialogical spaces of discovery

Dialogic Pedagogy, Jun 2, 2023

Research paper thumbnail of CLIL teachers in Finland

Apples: journal of applied language studies, Dec 26, 2017

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most schol... more Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers' work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers' (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one's professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity towa rd teachers' emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

Research paper thumbnail of Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context

Teaching and Teacher Education, Jul 1, 2017

This study explores the professional identity of Content and Language Integrated Learning (CLIL) ... more This study explores the professional identity of Content and Language Integrated Learning (CLIL) teachers in Finnish primary education. It aims at explaining how CLIL teachers negotiate their pedagogical and relational identity, and how identity agency is exercised in negotiating a more encompassing professional identity. Thematic analysis of thirteen interviews outlines the bi-directional process of identity negotiation between personal and professional resources, and social contexts at work. The results highlight a connection between professional identity and agency, and suggest that identity negotiation is a process of working and sharing with others, but also individually.

Research paper thumbnail of Identity, agency and community: reconsidering the pedagogic responsibilities of teacher education

British Journal of Educational Studies, Jul 3, 2014

This article presents a model for teacher education based on an ongoing action research project a... more This article presents a model for teacher education based on an ongoing action research project at a Finnish university. This model draws on the educational theory of Dewey and the pedagogical sensibility of Bakhtin to critically consider the concepts of teacher identity and agency and to highlight the role of community in teacher development. Our aim is to propose a model that supports the development of new directions in teacher education that would better prepare teachers to face the challenges in their future work by engaging with the educational community in the present.

Research paper thumbnail of Being a good neighbour: developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study

Language and Intercultural Communication, Oct 14, 2020

Being a good neighbour : developing intercultural understanding through critical dialogue between... more Being a good neighbour : developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study

Research paper thumbnail of Looking for Intercultural Competences in language teacher education in Australia and Finland

Routledge eBooks, Mar 31, 2020

This chapter examines different perspectives on intercultural competences within foreign language... more This chapter examines different perspectives on intercultural competences within foreign language teacher education in two case studies in Australia and Finland. The interview and narrative data came from a number of teacher educators, pre-service language teachers, and in-service languages teachers, in Jyväskylä, Finland, and Sydney, Australia. The chapter offers a critical cross-case dialogue which seeks to better understand the different perspectives of participants in their contexts. It highlights the way in which contextual factors, similarities, differences, contradictions and instabilities are present in and across perspectives. This cross-case study provides a critical perspective into the field of foreign language education as a community-based enterprise. The findings suggest that although the resources and experiences of individual participants in the field of foreign language education are recognised and valued, responses and experiences at a community level rarely get the attention needed to develop effective pedagogical practices that foster intercultural competences that include social justice and equality in foreign language education.

Research paper thumbnail of Investigating the professional agency of secondary school English teachers in South Korea

Asian-Pacific Journal of Second and Foreign Language Education, Apr 9, 2020

This qualitative study examines the professional agency of secondary English teachers in Midweste... more This qualitative study examines the professional agency of secondary English teachers in Midwestern South Korea. Specifically, it investigates how secondary English teachers in South Korea understand their professional agency and what mediates their professional agency. The ecological approach in this study recognises that agency encompasses both individual and environmental dimensions and is formed through the constant interplay between the individual and the environment. The dataset for this study comprises 15 semi-structured interviews with secondary English teachers in South Korea. The thematic analysis highlights a significant gap between Korean English teachers' espoused agency and realisable agency, as well as three levels of legitimation that teachers have to negotiate. These levels are individual, collegial and sociocultural. The findings from this study suggest that the participating teachers censored their own pedagogical behaviours due to their own sense of inadequacy and in response to structural requirements as well as the external evaluation of parents and high-stakes test scores. This study concludes with implications for English teachers in South Korea, theorisation on teacher agency and future research.

Research paper thumbnail of An Ecological Approach to Teacher Agency in English Curriculum Design at Korean Secondary Schools

Curriculum and teaching, Jun 1, 2023

Drawing on an ecological approach to teacher agency, this empirical study investigated the dynami... more Drawing on an ecological approach to teacher agency, this empirical study investigated the dynamic interplay between teachers and the environment which emerges as teachers enact their professional agency in curriculum design. The dataset comprises semi-structured interviews with 15 Korean secondary English teachers. The findings from the thematic analysis indicate that teacher agency is achieved through the dynamic interplay between teachers and different ecosystems: micro-, meso-, exo-, macro- and chronosystem. This study concludes with practical and theoretical implications as well as suggestions for future research.