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This study examines early childhood pre-service teachers' attitudes towards digital technologies and their relations to their self-perceived digital competence. Attitudes towards digital technologies were divided into core attitudes: general attitudes towards digital technologies; attitudes towards educational use of digital technologies; and perceived ease of digital technology use. Technological knowledge [TK] and technological content knowledge [TCK] dimensions of the TPACK framework were used to assess pre-service teachers' self-perceived digital competence. Two structural equation models, a correlated-traits model and a second-order factor model, were used to analyse the relations between attitudes and digital competence. Based on the results, the early childhood pre-service teachers held positive attitudes towards digital technologies. Both models fit the data well, but the correlated-traits model explained a larger portion of variance in competence measures. Moreover, this model provided a more fine-grained picture of the associations between attitudes and competence. The general attitudes towards digital technologies and perceived ease of digital technology use were related to both TK and TCK, whereas attitudes towards educational use of digital technologies were not. Therefore, the correlated-traits model was viewed as better at describing the relations between attitudes towards digital technologies and digital competence. The study contributes to the development of teacher education. Instead of considering the current generation of pre-service teachers as a homogeneous group, this study aims to understand how they differ in their attitudes and how they perceive their own competence to use digital technologies.

Teachers' life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators' commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators' work.

The aim of this article is to review the psychometric properties of the psychological tests that are being used in the Nordic countries during pregnancy and the child's first two years of life. A systematic literature search was performed for 33 identified tests routinely used in health care, using specific review databases as well as PsycInfo, Embase and Medline. The trained authors conducted an overall assessment of quality for each test which was then verified by the editors. A total of 12% of the tests were rated at Level 1 'Low level of quality', 61% at Level 2 'Some evidence of Quality', 15% at level 3 'Good level of Quality' and 12% at Level 4 'High level of quality'. This indicates that the evidence for the psychometric properties is insufficient for many tests used in the Nordic countries for this purpose

The present study reports on the development of a questionnaire that evaluates children's experiences of their physical classroom environment, activities and interactions. It also explores the psychometric properties of the questionnaire and how acoustical characteristics of the classroom, class size and student characteristics (age, sex and Swedish as a second language) influence the self-reported outcomes. After development, the questionnaire name should read Activities and Interactions in the Classroom were administered to 101 students (7.9-10.7 years old). Demographic information about the students was collected from parents. The psychometric properties including test-retest reliability are good but can be improved by reducing the number of items. Acoustical characteristics of the classrooms and student characteristics did not predict questionnaire outcomes. As the acoustical conditions in students' classrooms were close to optimal, communication fostering support should be in focus. The present questionnaire can be used to assess young students' experiences of their classroom environment and learning situations.

Looking beyond analytical philosophy which underlies most pedagogical thinking, this study presents a novel idea of fluid education. Fluid dialectic is not only a theory but a method of this study, which draws on the Hegelian dialectics supplemented by Taoism. It recognises the messiness of educational reality by exploring how pedagogic antinomies can help transpose, de-fix or reposition traditional roles in the classroom, and therefore allow a different type of teaching, learning or educational adventure to take place. In contrast to a reality of fixed roles in traditional education, it acknowledges the non-linearity and oppositions that an educational reality usually has. However, instead of arguing against it, we believe the tensions and antinomies presented are valuable in dialectic and interparadigmatic teaching and learning. A framework of fluid education that emphasises the dialectic movements between different antinomies is presented. How one is liberated from fixed time, space and position is discussed.

Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems to be problematic in schools and universities. Are there certain social structures or behavioural patterns that influence the cooperative culture in teacher communities? The research material was collected in 2013 and 2014 in Oulu, Finland. The target groups were both newly qualified and experienced vocational teachers at all educational levels (N = 30). The data collection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theoretical background is in humanistic-cognitive and experiential learning as well as in dynamic epistemic conceptions. The findings show that the prevailing model in teacher communities is individualistic, discipline-divided and course-based, especially among older teachers. The obstacles refer to teachers' self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were connected to the changing practices and desire of sharing with colleagues.

This case study investigates the variety of constructivist approaches to teaching evident in classroom practice. Teaching practices associated with constructivist perspectives have been prevalent in curriculum reforms for some time. Meanwhile, constructivist approaches have been critically discussed in scholarly literature, revealing problematic and ambiguous aspects. This study introduces a model describing constructivist teaching practices according to the following dimensions: knowledge structuring activities, exercise of student autonomy, organisation of authentic learning environments and problem-oriented learning activities. This model is used to analyse the classroom practice of five primary teachers using video recordings. The results of this analysis suggest that the teaching approaches differed primarily in the degree of student autonomy allowed, so that either more comprehensive constructivist teaching methods or rather minor constructivist teaching techniques were emphasised. The distinction between constructivist teaching methods and constructivist teaching techniques is suggested as an explanation of the observed variation among constructivist approaches to teaching. This study identifies the characteristics of these teaching practices, helping researchers and teachers to articulate more nuanced teaching approaches in the future.

Aims: We aimed to study a latent social structure behind the variables associated with teenagers' cannabis use at the individual level and, in a social context, formed by school class. Methods: The data used come from the European School Survey Project on Alcohol and Other Drugs (ESPAD), conducted in Finland in 2011 (N=3744, response rate 89.6%). Methods used were Latent Class Analysis (LCA) and Multilevel Logistic Regression. The differences observed between pupil groups were interpreted through the concepts of social norms (conventionality of behaviour) and cultural dispositions. Findings: Four different latent classes of pupils were found: the "Conventionalists", the "Alco-rebels", the "Sub-cultural conventionalist" and the "Subcultural rebels". Although "Sub-cultural conventionalists" were aware of the cannabis culture, only a small proportion of them had ever tried cannabis. The risk for cannabis use was pronounced in all pupil groups compared to "Conventionalists", the risk being the highest among "Sub-cultural rebels." There was statistically significant variation in the cannabis use between schools, when the individual-level variables were taken into account. Conclusions: The findings stress the cultural and normative heterogeneity of school children and the importance of the school environment. The cultural competence of "Sub-cultural conventionalists" could be utilized in the preventive work.

At the turn of the century the higher education legislation and structure was reorganized in Finland. The number of universities was reduced by merging seven existing universities into three new universities. One of these new universities is the University of Eastern Finland, which was formed from the Universities of Joensuu and Kuopio. The merger process started in 2007 and during this time the quality management techniques have been utilized in the development of the administration system for the new university, one aim being to meet the standards of FINHEEC auditing. This article describes utilizing the existing quality know-how and the FINHEEC quality criteria to build a quality management system and how to utilize the auditing and other assessing techniques in reorganizing the management system of a new university.

Evidence of association between duration of untreated psychosis (DUP) and negative symptoms of schizophrenia in first-episode psychosis (FEP) patients is inconsistent in the recent literature. In the present study, DUP, schizophrenia symptoms, duration of medication, and diagnosis were obtained from hospital archives in a sample of FEP patients. The sample included 41 first-episode patients who had an ICD-10 schizophrenia spectrum diagnosis (F20-F29) and were treated with antipsychotic medication. Longer duration in days from the first psychotic symptoms to the initiation of antipsychotic medication had a statistically significant positive correlation with mean level of negative symptoms (Spearman's p = 0.38; p less than 0.05). Results suggests that DUP is associated with a higher level of negative symptoms after the onset of adequate antipsychotic treatment. This should be considered in the care of FEP. (Contains 2 tables.)

This article discusses the most relevant findings of a comprehensive study carried out at the University of Helsinki Language Centre that looked into work-related foreign language needs of graduates from the University of Helsinki. The aim of this article is to provoke other language centres or similar institutions in other European universities to carry out research that is similar to the authors' so that the overall picture becomes clearer and to propose that graduate surveys focus even more on language and communication matters. Knowing the language and communication demands at the workplace helps universities to plan their degree requirements and curriculum. This, in turn, facilitates the graduates' adjustment to the demands. The methods used in this study include a graduate questionnaire and employer interviews. The study gives a relatively good picture of the situation at the Finnish workplace in terms of foreign language usage and needs of these graduates who, in most cases, grew up in an officially bilingual country (Finnish and Swedish) that has traditionally offered good opportunities to learn foreign languages both at the secondary and tertiary levels. The authors claim that this study offers findings that can be generalised and is thus able to throw light on the language situation of graduates of other universities in Finland and elsewhere in Europe because the time perspective is different from that of most graduate surveys: the student data were collected five years after graduation and therefore have the potential of offering views that are not often expressed. (Contains 1 table.)

The aim of this article is to focus on the language needs of university graduates at today's workplace as seen through the eyes of their employers. Using interview data from the representatives of 15 Finnish employers, we highlight certain language-related trends at the workplace of university graduates, underline the need for a range of languages and discuss cultural aspects. This research shows that language skills are a highly valued and useful tool, and they are to be understood in a broad sense. It is evident that it is not enough to use only English, as today's workplace is plurilingual and therefore places high demands on a graduate's language skills. In these plurilingual settings, successful communication is of utmost importance. In addition to linguistic matters, cultural sensitivity plays a role at the workplace. (Contains 1 table.)