The doctoral dissertation in the field of Education will be examined at the Philosophical Faculty at Joensuu campus.
What is the topic of your doctoral research? Why is it important to study the topic?
International research underscores the importance of examining and fostering student teacher professional agency (STPA) during teacher education. STPA can be understood as the engagement of student teachers in managing their own learning process aimed at continued professional development, something necessary to equip early-career teachers for the rapid changes and uncertainties that schools have been experiencing lately, such as resource shortages, rising technostress, rapid educational transformations, and persistent turnover intentions.
This study explores contextually situated factors shaping professional agency among student teachers in a Finnish and a Brazilian university. They consist of contrasting institutions from the Global North and South within an increasingly globalized landscape, where international collaborations and exchange programs influence more teacher education. The findings of my research can inform teacher educators for curriculum decisions to strengthen STPA.
What are the key findings or observations of your doctoral research?
The findings indicate that teacher identity negotiation is the most influential factor regulating student teacher professional agency (STPA) throughout teacher education in both universities. STPA is further shaped by perceptions of curricular coherence (the alignment between theoretical learning and practical application) and by the learning environment (notably the sense of recognition from teacher educators and mentors). Comparative analysis revealed that Brazilian students reported significantly higher STPA than Finnish students, a result discussed in light of Brazilian literature on teaching challenges and the international discourse on Finland’s high-quality teacher education. Finally, STPA and identity negotiation manifested differently across curricula, with both programs emphasizing “Didactics” and “Professional Teacher Identity”. Themes such as “Inclusive Education” and “Critical Perspectives on Education” highlighted the need for responsiveness to individual student needs.
How can the results of your doctoral research be utilised in practice?
This doctoral research provides insights for designing initial teacher education programs that foster student teacher professional agency (STPA) in ways responsive to local and global educational demands. It advocates for curricula that position student teachers as active agents, capable of navigating institutional, community, and policy contexts through critical reflection and self-directed continuous professional learning. Findings suggest that understanding program-specific characteristics is essential before initiating international collaborations. Moreover, international programs can benefit from examining students’ identity development across contexts, integrating personal values and professional goals, as well as mechanisms that promote curriculum coherence and teacher recognition. Finally, the findings suggest that the second year of teacher education may be a strategic time to introduce deeper discussions on STPA, following hands-on experiences that encourage self-reflection.
What are the key research methods and materials used in your doctoral research?
This research was developed in two stages comprising 3 interconnected sub-studies. The first stage characterized each institutional context through quantitative analyses of student teacher professional agency (STPA) and its influencing factors in Finland and Brazil (Studies I and II, respectively). Cross-sectional data (Brazil: N=283; Finland: N=362) were collected and analyzed using structural equation modeling and network analysis. Results revealed identity negotiation as the strongest regulator of STPA, alongside perceptions of curricular coherence and supportive learning environments. The second stage compared STPA and identity negotiation across contexts through mixed methods, combining quantitative students’ perceptions with qualitative curricular analysis (Study III). It showed that Brazilian students reported significantly higher STPA and identity negotiation than Finnish peers, a finding critically discussed in light of contextual factors and curriculum emphases.
Further information: Laís Oliveira Leite, [email protected], +358 469 517288
