Kaisa_2012_3_photo by Veikko Somerpuro

11.12.2019 at 09:00 - 8.1.2020 at 23:59


Here is the course’s teaching schedule. Check the description for possible other schedules.

Tue 14.1.2020
08:15 - 09:45
Wed 15.1.2020
10:15 - 11:45
Wed 22.1.2020
08:15 - 09:45
Wed 29.1.2020
10:15 - 11:45
Wed 5.2.2020
10:15 - 11:45
Tue 11.2.2020
10:15 - 11:45
Wed 12.2.2020
10:15 - 11:45
Mon 17.2.2020
14:15 - 15:45
Wed 19.2.2020
10:15 - 11:45
Wed 26.2.2020
10:15 - 11:45

Other teaching

17.01.2020 Fri 12.15-15.45
24.01.2020 Fri 10.15-15.45
30.01.2020 Thu 14.15-15.45
04.02.2020 Tue 10.15-11.45
11.02.2020 Tue 14.15-15.45
18.02.2020 Tue 10.15-11.45
28.02.2020 Fri 14.15-15.45
06.05.2020 Wed 16.15-17.45
07.05.2020 Thu 16.15-17.45
Solveig Corner, Hannah Kaihovirta, Marjo Savijärvi
Teaching language: Swedish
17.01.2020 Fri 12.15-15.45
24.01.2020 Fri 10.15-15.45
04.02.2020 Tue 10.15-11.45
14.02.2020 Fri 12.15-13.45
17.02.2020 Mon 12.15-13.45
28.02.2020 Fri 12.15-13.45
06.05.2020 Wed 16.15-17.45
07.05.2020 Thu 16.15-17.45
Solveig Corner, Hannah Kaihovirta, Marjo Savijärvi
Teaching language: Swedish
21.01.2020 Tue 14.15-15.45
24.01.2020 Fri 10.15-15.45
29.01.2020 Wed 12.15-13.45
05.02.2020 Wed 08.15-09.45
26.02.2020 Wed 08.15-09.45
12.03.2020 Thu 16.15-17.45
19.03.2020 Thu 16.15-17.45
25.03.2020 Wed 16.15-17.45
01.04.2020 Wed 16.15-17.45
08.04.2020 Wed 16.15-17.45
22.04.2020 Wed 16.15-17.45
29.04.2020 Wed 16.15-17.45
Solveig Corner, Hannah Kaihovirta, Marjo Savijärvi
Teaching language: Swedish


The course is compulsory for students completing pedagogical studies for teachers (60 cr).

Students who have completed the Teacher as a Researcher course will be able to

  • discover issues for pedagogical research and development and consider them theoretically and practically
  • engage in both independent and collective problem setting, development work and knowledge construction
  • justify the use of an investigative approach in their work as teachers and to work as critical education professionals who investigate and develop their work
  • report of their discovered developmental targets and their solutions with the use of scientific expression

This course is completed during the one year of STEP studies. The course is organized in the spring semester in Period 3 and 4.

In the research or development project, students deepen their own pedagogical thinking and develop an investigative approach to examine pedagogical phenomena. Students enhance their abilities to conceptualize pedagogical phenomena, and they enhance their abilities to critically and analytically examine such phenomena with a scientific approach. Students are able to understand the development of teachers’ work and of teaching in a communal and social context.

This course gives students who complete the Pedagogical Studies for Subject Teachers a preparedness to continue their studies to advanced studies of education. This presumes students’ familiarization with the philosophy of science and methods into designing, implementing and scientifically reporting of a research task and research plan related to education.


Foreign languages

Literature for all:

Borg, S. (2015). Teacher cognition and language education: research and practice. London, UK: Continuum. Chapters: 1–3, 10. Available as an eBook through the University library.

Long, M.H. & Doughty, C. (Eds.) (2009). The handbook of language teaching. Chichester, U.K.: Wiley- Blackwell. Available as an eBook through the University Library. Chapters:

  • Current Trends in Classroom Research, R. F. Mitchell (pp. 675–698/705)
  • Issues in Language Teacher Evaluation, K. M. Bailey (pp. 706–723/725)
  • Investigating the Effects and Effectiveness of L2 Instruction, R. de Graaff and A. Housen (pp. 726–-746/755)

Selected chapters of the following edition:

Hinkel, E. (Ed.) 2011. Handbook of research in second language teaching and learning. ESL & applied linguistics professional series. SAGE. Available as an eBook through the University library.

According to the research topic, selected chapters from the following book:

Ellis, R. (2012). Language teaching research and language pedagogy. UK: Wiley-Blackwell. Available as an eBook through the University library.

Research method literature as specified by the lecturer:

Borg, S. (2015). Teacher cognition and language education: research and practice. London: Continuum. Chapters: 6–9. Available as an eBook through the University library.

Harjanne, P., Reunamo, J., & Tella, S. (2015). Finnish Foreign Language Teachers’ Views on Teaching and Study Reality in Their Classes: The KIELO Project’s Rationale and Results. Journal of Language Teaching and Research. Academy Publication. Available online at: https://helka.finna.fi/PrimoRecord/pci.gale_ofa461970894

Mackey, A. & Gass, S.M. (Eds.) (2012). Research methods in second language acquisition: a practical guide. Chichester, West Sussex, U.K.: Wiley-Blackwell.

Supplemental literature

Selected chapters from the following as suggested by the lecturers:

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford, UK: Oxford University Press.


Paltridge, B. & Phatiki, A. (Eds.) (2015). Research Methods in Applied Linguistics. A Practical Resource. Oxford, UK: Oxford University Press.


Chemistry, Mathematics and Physics:

Literature for all:

Creswell, J.W. (2005/2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research. 2nd or 3rd Edition. Upper Saddle River, NJ: Merrill/Pearson. Chapters 1, 2, 6–9.

Other literature based on the research topic.

Supplemental literature:

Hahl, K., Juuti, K., Lampiselkä, J., Uitto, A. & Lavonen, J. (2017). Cognitive and Affective Aspects in Science Education Research: Selected Papers from the ESERA 2015 Conference. ESERA Science Education Research Series. Dordrecht: The Netherlands Springer Science+Business Media.

Students are encouraged to participate in an orientation of international world of work in this course.

This course is carried out in seminar-type work and the work is based on continuous self-assessment, peer assessment and giving feedback. In this course, students practice collective planning, implementation and assessment of research and development aims, and the methods of work are supported by students acting as opponents. During the development project, students will create an entity that consists of a written part and different plans, which in the end of the course are assessed on the scale 0–5.

The course is taught by contact teaching, students’ self-directed group learning, and independent work.

The course introduces students to methods of a teacher as a researcher. Students plan and implement pedagogical research or development projects or products with the use of collective knowledge construction. Diverse teaching technologies are utilized in the course.

LO(KT) Katriina Maaranen; LO(KP): Kaisu Mälkki; KO Sirpa Kokko; KÄ Anne Malin; EP Minna Saarinen; VAKA Eeva-Leena Onnismaa; AO Jan Löfström