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Student teachers' learning-to-teach patterns: connecting teaching approaches, teacher intentions, and self-perceived instructional impact.

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Title: Student teachers' learning-to-teach patterns: connecting teaching approaches, teacher intentions, and self-perceived instructional impact.
Authors: Tiilikainen, Mikko (AUTHOR), Toom, Auli (AUTHOR), Lepola, Janne (AUTHOR), Husu, Jukka (AUTHOR)
Source: Scandinavian Journal of Educational Research. Mar2026, Vol. 70 Issue 2, p484-502. 19p.
Subjects: Direct instruction, Student teachers, Educational objectives, Teaching methods, Teacher effectiveness, Constructivism (Education), Classroom management, Teacher development
Abstract: This study introduces a comprehensive learning-to-teach (LTT) framework that incorporates three previously unconnected domains: teaching approaches, teacher intentions, and self-perceived instructional impact. The framework is used in research that was conducted in a Finnish comprehensive school setting involving 45 student teachers (STs) during their practicum. STs' critical teaching incidents and stimulated recall interviews (f = 90) were analyzed through the three LTT domains. The results revealed four key LTT patterns: effective curriculum portrayal through direct teaching approaches, difficulties in student behavior management with one-way teaching approaches, and mixed outcomes in student participation and personal needs accommodation through multi-way direct teaching approach. The study offers insights into diverse LTT patterns. It underscores that STs demonstrate potential in employing interactive direct teaching approach, whereas greater emphasis should be placed on classroom management when using constructivist teaching approaches. The LTT framework is suggested as a promising tool to enhance STs' learning to teach. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Student teachers' learning-to-teach patterns: connecting teaching approaches, teacher intentions, and self-perceived instructional impact.
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  Data: <searchLink fieldCode="AR" term="%22Tiilikainen%2C+Mikko%22">Tiilikainen, Mikko</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Toom%2C+Auli%22">Toom, Auli</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lepola%2C+Janne%22">Lepola, Janne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Husu%2C+Jukka%22">Husu, Jukka</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Mar2026, Vol. 70 Issue 2, p484-502. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Direct+instruction%22">Direct instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study introduces a comprehensive learning-to-teach (LTT) framework that incorporates three previously unconnected domains: teaching approaches, teacher intentions, and self-perceived instructional impact. The framework is used in research that was conducted in a Finnish comprehensive school setting involving 45 student teachers (STs) during their practicum. STs' critical teaching incidents and stimulated recall interviews (f = 90) were analyzed through the three LTT domains. The results revealed four key LTT patterns: effective curriculum portrayal through direct teaching approaches, difficulties in student behavior management with one-way teaching approaches, and mixed outcomes in student participation and personal needs accommodation through multi-way direct teaching approach. The study offers insights into diverse LTT patterns. It underscores that STs demonstrate potential in employing interactive direct teaching approach, whereas greater emphasis should be placed on classroom management when using constructivist teaching approaches. The LTT framework is suggested as a promising tool to enhance STs' learning to teach. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191614653
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/00313831.2025.2492057
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 484
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      – SubjectFull: Direct instruction
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Educational objectives
        Type: general
      – SubjectFull: Teaching methods
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      – SubjectFull: Teacher effectiveness
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      – SubjectFull: Constructivism (Education)
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      – SubjectFull: Classroom management
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      – TitleFull: Student teachers' learning-to-teach patterns: connecting teaching approaches, teacher intentions, and self-perceived instructional impact.
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            NameFull: Tiilikainen, Mikko
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            NameFull: Toom, Auli
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            NameFull: Lepola, Janne
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              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
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