School of Applied Educational Science and Teacher Education

Research concerning sustainable development of education organisations is implemented in several research groups. Research in early childhood education focuses on pedagogy of well-being. Well-being is considered multidisciplinary from the viewpoints of development and learning, group dynamics, collaboration between adults, teamwork and parenthood. The aim is to find pedagogical practices that boost holistic well-being and promote physical, social and psychological safety in early childhood education context. The School is partner in the Learning and Development in School group. Research aims to identify strategies of leading a sustainable school development, help teachers to find ways to intentionally learn in classroom, use co-regulation as the strategy for agency and well-being and, to understand how students could use peers as a resource for learning in school. The research aims to contribute educational understanding and theory building as well as improving educational practices. Motivation research focuses on motivation of child and young, learning and well-being, and particularly on developmental and situational dynamics, as such and in relation to various learning environments and cultural contexts. Findings from this research results in knowledge that helps to understand individual differences as well as their developmental nature and contextual dependencies better, and which can be utilised in support of education and teaching. Research on motivation and well-being is also applied in the other two research areas, in science education, and particularly in mathematics, and in research on digital learning environments. 

Science education research aims to gain a better understanding on early childhood and school science pedagogy. Research focuses on the significance of learning environments and innovative pedagogical and instructional practices on students’ interests in science and science-related fields and on learning knowledge and skills. Teachers’ professional development is an essential part of the studies. Research focuses on socio-scientific learning environments in formal education and outside formal education including media environment. The aim is to develop particularly argumentation, decision-making, and reflection competence as well as responsibility and working life skills of young people. Learning environments and innovative pedagogical practices are implemented and studied in learning different subject, in integrated teaching and in climate education. Central to our work is the mission to stimulate evidence-driven discourse on vital issues facing schools, parents, students, community, and schoolteacher educators. We are committed to better understanding the fundamental practices and conditions that advance teachers’ and students’ engagement towards science, sustainability, and climate issues.

Research focuses on using information and communication technology (ICT) for supporting teaching and learning targeting especially pre-service and in-service teachers. The research area is broad and includes several perspectives. The key themes are teachers’ and pre-service teachers’ readiness for ICT integration, higher education pedagogy (Flipped learning), ICT-supported home-school collaboration, learning analytics, machine learning and lifelong learning.

Research and development work is carried out together with various actors and faculties. Cooperation has been established especially with researchers in Computer Science and Applied Physics. Our research projects are linked with the Learning in Digitalized Society (DIGS) Research Community and contribute to the Diversifying learning and interaction Profile Area at UEF.

Please find a comprehensive list of staff members in UEF Connect, where you can also search people by name or key word.

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