Navigating Dual Roles: Professional Competence and Agency among School-Based Subject Teacher Educators
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| Title: | Navigating Dual Roles: Professional Competence and Agency among School-Based Subject Teacher Educators |
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| Language: | English |
| Authors: | Eliisa Vähä (ORCID |
| Source: | Journal of Teacher Education and Educators. 2025 14(3):240-258. |
| Availability: | Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Educators, Foreign Countries, Teacher Competencies, Professional Autonomy, Teacher Role, Teacher Attitudes, Educational Background, Teaching Experience, Mentors, Knowledge Base for Teaching |
| Geographic Terms: | Finland |
| ISSN: | 2147-0456 2147-5407 |
| Abstract: | School based subject teacher educators (SBSTE) work at the intersection of teaching and teacher education. This study explores Finnish SBSTEs self-perceived professional competences and professional agency in their dual roles, based on cross-sectional survey data (N=118) from university teacher training schools. Using subject-centered socio-cultural framework, the findings show that professional competences, especially content and contextual ones, were perceived as significantly stronger in the role of teacher than that of teacher educator. Similarly, professional agencies, particularly being heard and exerting influence at work, were weaker in the educator role. While SBSTEs' higher professional competence often supported stronger agency, commitment to the work did not require deep contextual knowledge. A postgraduate degree, mentoring education, or work experience influenced perceived agency only in some cases, whereas the professional role made a difference in most cases. These role-based differences can be interpreted through socio-cultural workplace conditions, traditions of autonomy, and power dynamics, as supported by both earlier international studies and current findings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493178 |
| Database: | ERIC |
| Abstract: | School based subject teacher educators (SBSTE) work at the intersection of teaching and teacher education. This study explores Finnish SBSTEs self-perceived professional competences and professional agency in their dual roles, based on cross-sectional survey data (N=118) from university teacher training schools. Using subject-centered socio-cultural framework, the findings show that professional competences, especially content and contextual ones, were perceived as significantly stronger in the role of teacher than that of teacher educator. Similarly, professional agencies, particularly being heard and exerting influence at work, were weaker in the educator role. While SBSTEs' higher professional competence often supported stronger agency, commitment to the work did not require deep contextual knowledge. A postgraduate degree, mentoring education, or work experience influenced perceived agency only in some cases, whereas the professional role made a difference in most cases. These role-based differences can be interpreted through socio-cultural workplace conditions, traditions of autonomy, and power dynamics, as supported by both earlier international studies and current findings. |
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| ISSN: | 2147-0456 2147-5407 |
