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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
Language: English
Authors: Eliisa Vähä (ORCID 0009-0007-0788-9518), Riikka Hirvonen (ORCID 0000-0001-5348-4801), Kari Sormunen (ORCID 0000-0002-4620-3458), Lasse Eronen (ORCID 0000-0002-7773-6476)
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
FullText Text:
  Availability: 0
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  Data: Navigating Dual Roles: Professional Competence and Agency among School-Based Subject Teacher Educators
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  Data: <searchLink fieldCode="AR" term="%22Eliisa+Vähä%22">Eliisa Vähä</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-0788-9518">0009-0007-0788-9518</externalLink>)<br /><searchLink fieldCode="AR" term="%22Riikka+Hirvonen%22">Riikka Hirvonen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5348-4801">0000-0001-5348-4801</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kari+Sormunen%22">Kari Sormunen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4620-3458">0000-0002-4620-3458</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lasse+Eronen%22">Lasse Eronen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7773-6476">0000-0002-7773-6476</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education+and+Educators%22"><i>Journal of Teacher Education and Educators</i></searchLink>. 2025 14(3):240-258.
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  Data: 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
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  Data: 19
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Background%22">Educational Background</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Base+for+Teaching%22">Knowledge Base for Teaching</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
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  Data: 2147-0456<br />2147-5407
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1493178
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      – Text: English
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      Pagination:
        PageCount: 19
        StartPage: 240
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      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Competencies
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Teacher Role
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Educational Background
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Mentors
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      – SubjectFull: Knowledge Base for Teaching
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      – SubjectFull: Finland
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      – TitleFull: Navigating Dual Roles: Professional Competence and Agency among School-Based Subject Teacher Educators
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