The study aims to gain a better understanding of the function of proactive strategies in buffering study burnout among student teachers at the early stage of their studies. There is some evidence that the use of active social coping strategies during studies is related to reduced burnout levels among early career teachers. Less is known about the association between the proactive strategies and burnout among student teachers. Altogether, 244 Finnish student teachers completed the survey.The data were analysed by using SEM. The results suggested that the proactive strategies adopted by student teachers seem to prevent study-related burnout, especially in terms of exhaustion in studies and inadequacy in studying, but not directly the perceived cynicism towards studies. The results imply that learning how to use proactive strategies is functional in coping with study-related stressors, by reducing the risk of student teachers' burnout.

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Higher education students need both generic skills and field-specific knowledge in order to cope with the diverse demands of working life. The aim of this study was to gain a better understanding of the development of university students’ working life skills and of how these skills can be developed in learning environments utilizing the flipped classroom approach. The focus was on the experiences and thoughts of higher education teachers concerning which learning environment features support the development of working life skills. Altogether, 22 higher education teachers from a Finnish university were interviewed with semistructured interviews, and the data was subjected to content analysis. The results indicated that teachers identified several generic and field-specific working life skills, the most important of which were collaboration, communication, information literacy, and skills related to career and responsibilities. The flipped classroom appeared to support students’ active role and facilitate versatile ways of learning. Especially, cooperative and active learning were identified to be the key means to support the development of students’ working life skills in flipped classroom environments. Facilitating students’ opportunities to develop their working life skills can be seen as an integral part of flipped classroom environments in many ways. However, it is important that the opportunities are actively promoted, and conceptual and practical tools are provided for the student through university studies.

The study aims to gain a better understanding of the interrelation and the development of student teachers’ proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether, 270 primary school student teachers completed the survey. The data was analyzed by using Structural Equation Modeling (SEM). Results showed that the self-regulative strategy adopted by student teachers promoted the use of co-regulative strategy. Co-regulative strategy use in turn contributed to the perceived fit between the student teacher and the learning environment, and further, reduced study-related burnout. Moreover, student teachers’ ability to utilize proactive self-regulative strategies to buffer potential stressors in advance, i.e., an ability to manage one’s own study pace in the direction of well-being, was effective in reducing the risk of developing burnout. Results also showed that both the key determinants for reducing study-related burnout, i.e., proactive strategies and experienced learning environment, and the study-related burnout symptoms themselves were relatively stable.

The aim of the study was to explore teacher students' experiences of self-regulated learning and the teaching-learning environment during a course following the Flipped Classroom approach. Theoretical perspectives include self-regulated learning and motivation, especially in terms of the fore-thought phase in which the students set goals for their studying and learning processes, and monitoring. Goals are approached, in addition to the immediate study context, from more general perspectives of teacher education preferences. This study consists of two parts. In Study 1, 156 Finnish teacher students responded in the initial survey and 144 students responded to the final survey. Altogether, 89 students responded to all the questionnaires. Study 2 includes interviews with six teacher students. The data were analyzed by using mixed methods including qualitative content analyses and various quantitative analyses. The results suggested that students come with various goals and interests in this kind of course and these are related to their experiences of the teaching-learning environment in various ways. Results also revealed that teacher students seem not to set clear goals for their studying on the course level, but broader teacher education preferences were related to their experiences of the teaching-learning environment. Also, student interest in the course seemed to be quite persistent as the original interest is related to the level of interest at the end of the FC course.

The importance of self-regulated learning (SRL) has become increasingly apparent. Further, technology-enhanced learning provides novel ways to support this while different technologies have changed the learning environments. The aim of this study was to investigate the perspectives of 5th–6th grade pupils on learning analytics and self-regulated learning during a phenomenon-based learning module in a blended learning environment. A total of 89 pupils participated in the learning module and were observed. Furthermore, ten pupils were interviewed after completing a learning module. A qualitative content analysis was conducted. The results revealed that, overall, pupils experience of self-regulated learning and learning analytics was positive. The pupils perceived the digital learning and learning analytics as functional and motivating, and some pupils stated that it helped their learning. Also, the pupils became increasingly self-directed during the study module. However, setting goals and managing to follow them appeared to be quite difficult for many of the pupils. The findings imply that a learning management system, which is built to support self-regulated learning may support the development of pupils’ self-regulation and guide their ability to learn independently as well as with their peers.

Research methods, including those of a quantitative nature, are an important part of preservice teacher training in Finland. However, quantitative research methods are considered challenging, often feared, and even hated among preservice teachers. This may be due to previous negative experiences and emotions associated with their use, which also influence other aspects of learning such as self-regulation, self-efficacy, and orientations. Given such circumstances, new ways to teach and support the learning of quantitative methods are needed. Here, we investigate the self-regulation, self-efficacy, orientations, and emotions of preservice teachers (N = 38) enrolled in a quantitative methods online course incorporating learning analytics and a flipped learning approach. Dispositional learning analytics data from five measurement points were used, and data were analyzed via descriptive statistics, internal consistency (Cronbach alpha), bootstrapped paired sample t-test (between first and final measurement point), and profiles based on mean. The results demonstrate that in this teaching context, preservice teachers’ time management skills can be improved, and task avoidance, anxiety, and boredom towards quantitative methods decreased. The meaning of these results from the teaching context perspective are also examined, as are the limitations and implications of this study.

Currently there is a need for studying learning strategies within Massive Open Online Courses | (MOOCs), especially in the context of in-service teachers. This study aims to bridge this gap and try to understand how in-service teachers approach and regulate their learning in MOOCs. In particular, it examines the strategies used by the in-service teachers as they study a course on how to teach programming. The study implemented a combination of unsupervised clustering and process mining in a large MOOC (n = 27,538 of which 8,547 completed). The results show similar trends compared to previous studies conducted within MOOCs, indicating that teachers are similar to other groups of students based on their learning strategies. The analysis identified three subgroups (i.e., clusters) with different strategies: (1) efficient (n = 3596, 42.1%), (2) clickers (n = 1785, 20.9%), and (3) moderates (n = 3,166, 37%). The efficient students finished the course in a short time, spent more time on each lesson, and moved forward between lessons. The clickers took longer to complete the course, repeated the lessons several times, and moved backwards to revise the lessons repeatedly. The moderates represented an intermediate approach between the two previous clusters. As such, our findings indicate that a significant fraction within teachers poorly regulate their learning, and therefore, teacher education should emphasize learning strategies and self-regulating learning skills so that teacher can better learn and transfer their skills to students.