School and identity. Students’ school experiences and identity formation. An international research project focused on describing and interpreting pupils’ school experiences, identities and their relations in different countries and schools. The rationale of the project is based on the fact that research on pupils’ voices has been scarce, even school ethnographies, although pertaining to the everyday life at school, have represented researcher’s interpretations, rather than pupils’ own telling of the everyday life at school.
The aim of the project is thus to describe and interpret pupils’ school experiences and examine what kind of influences do these experiences have on their developing identities. Methodologically the study represents phenomenological, comparative, and contextual; i.e., we study experiences both in national, cultural and school political contexts in different countries, and also in the contexts of different types of schools in each country, including big urban schools, little village schools, and alternative schools or classrooms.
Selected recent publications
Ojanen, S. & Lauriala, A. 2006. Enhancing the professional development of teachers by developing supervision into a conceptually based practice. In R. Jakku-Sihvonen & H. Niemi (Eds.) Research-based Teacher Education in Finland.- Reflections by Finnish Teacher Educators. Research in Educational Sciences, 25, 71-88.
Lauriala, A., Nissilä, S-P. & Estola, E., Syrjälä, L. The antecedents of success: The Finnish miracle of Pisa. In C. Craig et al., (eds.). American Teacher Education Yearbook, 2006. Houston: University of Houston. p. 17.
Lauriala, A. 2005. Autenttisen oppimisen lähtökohtia. [Starting points of autenthic learning]. In V. Eloranta, E. Jeronen & I. Palmberg (eds..) Biologia eläväksi. Biologian didaktiikka. [Biology into a living subject. Didactics of biology.] Opetus 2000-sarja. [Teaching 2000-series.]. Jyväskylä: PS-kustannus, 166-170.
Lauriala, A. 2004. Teacher knowledge and learning in a context of change. In M-L. Husso & T. Wallandingham (Eds.) Teacher as researcher - pictures and perspectives of professionalism. Journal of Teacher Researcher, Jyväskylä: Tuope.
Lauriala, A. & Kukkonen, M. 2004. Ammatillisen identiteetin rakentuminen harjoittelusituaatioissa.[Tje construction of professional knowledge in practicum situations.] In P. Väisänen & P. Atjonen (ed.) Kohtaamisia ja kasvun paikkoja opetusharjoittelussa. Vuoropuhelua ohjauksen kehittämisessä, [Confrontatons and palces for growth in practice teaching]. Joensuu: Joensuun yliopistopaino, 91-107.
Ojanen, S. & Lauriala, A. 2004. Ohjaussuhde tunteiden kohtauspaikkana. [Supervision relation as a place for confrontation of emotions] In P. Väisänen & P. Atjonen (toim.) Kohtaamisia ja kasvun paikkoja opetusharjoittelussa. Vuoropuhelua ohjauksen kehittämisessä. Joensuu: Joensuun yliopistopaino, 83-90.
Lauriala, A. & Kukkonen, M. Application of self-discrepancy theory in teacher education: balancing personal ideals and professional standards. D. Beijaard et al. (eds.) New Directions in Teachers’ Working and Learning Environment. Conference book of (the selected papers) of the 11th Biennial Conference of ISATT. June 27-July 1, 2003. Leiden University. Leiden, Netherlands: ICLON.
Hietava, E. & Lauriala, 2003. A. Keys to change. Teachers’ experiences of workplace learning and views of the different stakeholders of it”. CD-ROM. of the 28th Annual Conference of ATEE, Malta, 24-27 August, 2003.
Lauriala, A. 2003. Meisteropetajaks kasvatakse vabaduses (A master teacher develops in freedom). Haridus, 2003, 8, 28-31. ISSN 0235-916.
Lauriala, A. & Kukkonen, M. The development of teachers’ and students’ identities through reflective practices: conceptual considerations. N. Hall & D. Springate (eds.) The proceedings of the 12th Annual Conference of the European Teacher Education Network. The University of Greenwich, School of Education and Training, UK, 110-114.
Lauriala, A. 2002. Teacher autonomy and pedagogy. In T. Kuurme & S. Priimägi (Eds.) Competing for the future: Education in contemporary societies. Contributions of the Colloquium of the European Forum for Freedom in Education. Tallinn: Tallinn Pedagogical University, 127-146.
Lauriala, A. & Kukkonen, M. 2001. Teacher and student identities as situated cognitions, P. Denicolo (ed.) Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities. Conference book of 10th Biennial Conference of ISATT, p. 13.
Lauriala, A. 2000. A Contextual approach to the reformation/transformation of teacher cognitions: A Synthesis of three intervention programs for teachers in alternative pedagogies. Teoksessa K. Kumpulainen (ed.) In Search of powerful learning environments for teacher education in the 21st century, pp. 44-61. Acta Universitatis Ouluensis. Series E, 39.
Lauriala, A. 2000. Opettajan ammatillinen uudistuminen: Sosiokulttuurinen näkökulma opettajan oppimiseen. [A teacher’s professional development: A Sociocultural view to teacher learning9. In K. Harra (ed.) Opettajan professiosta, [About teaching professio]. )OKKA-vuosikirja, 1. 2000, 88-97.Helsinki: OKKA-säätiö.
Lauriala, A. 2000. Interaktionistinen näkökulma opettajan ammatillisen tiedon tutkimiseen: Strategiat opettajan ammatillisen tiedon osana.[Interactionistist vie to reserach on teacher’s porofessional knowledge. Strategies as a part of a teacher’s craft knowledge]. Didacta varia, 2000, 5 (2), 3-16. Helsingin yliopisto. Opettajankoulutuslaitos,
Lauriala, A. 1998. Reformative in-service education for teachers (RINSET) as a collaborative action and learning enterprise: Experiences from a Finnish context. Teaching and Teacher Education, 1998,14, 1, 53 66.
Lauriala, A. 1998. Socialization for teaching, interactionism and the possibility of change within schools. In M-L. Laherand, A. Liimets & R. Liimets-Sorokin (Eds.) The Educational science as an integrative science and integration issues in education (Book of abstracts, based on the papers presented at the International Conference in the Series Sessions on Philosophy of Education, Dedicated to the 70th Anniversary Birth of Acad. Prof. Heino Liimets. 1998. Tallinn: TPU Kirjastus, 79-85.
Lauriala, A. 1997. The role of practicum contexts in enhancing change in student teachers’ professional beliefs. European Journal of Teacher Education, 20, 1, 267 282.
Lauriala, A. 1997. Development and change of professional cognitions and action orientations of Finnish teachers. Dissertation. Acta Universitatis Ouluensis. E Scientiae rerum socialium 1997, 27, 315 s.