Haridusteaduslikud uuringud

Haridusteaduslikke uuringuid tehakse Tartu Ülikooli mitmes akadeemilises üksuses ja Pedagogicumi roll on vajadusel seda tegevust koordineerida.

Uuemaid teaduspublikatsioone haridusteaduste ja õpetajahariduse alalt

Loe õpetajakoolituse alusmooduli uuringut siit:

Õpetajakoolituse alusmooduli uuring - mida arvavad tudengid?

Edisherashvili, Natalia; Saks, Katrin; Pedaste, Margus; Leijen, Äli (2022). Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review. Frontiers in Psychology, 12.
DOI: 10.3389/fpsyg.2021.792422.
Leijen, Äli; Pedaste, Margus; Baucal, Aleksandar (2022). Assessing student teachers’ agency and using it for predicting commitment to teaching. European Journal of Teacher Education, 1−17.
DOI: 10.1080/02619768.2021.1889507.
Malva, Liina; Leijen, Äli; Arcidiacono, Francesco (2022). Identifying teachers’ general pedagogical knowledge: A video stimulated recall study. Educational Studies, 1−26.
DOI: 10.1080/03055698.2021.1873738.
Yang, Yeongwook; Hooshyar, Danial; Pedaste, Margus; Wang, Minhong; Huang, Yueh-Min; Lim, Heuiseok (2022). Prediction of students’ procrastination behaviour through their submission behavioural pattern in online learning. Journal of Ambient Intelligence and Humanized Computing, 1−18.
DOI: 10.1007/s12652-020-02041-8 [ilmumas].

Burgueño, R., Abós, Á., García-González, L., Tilga, H. & Sevil-Serrano, J. (2021). Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education. International Journal of Environmental Research and Public Health, 18 (1).
DOI: 10.3390/ijerph18010298.
Chounta, Irene-Angelica; Bardone, Emanuele; Raudsep, Aet; Pedaste, Margus (2021). Exploring teachers’ perceptions of Artificial Intelligence as a tool to support their practice in Estonian K-12 education. International Journal of Artificial Intelligence in Education.
DOI: 10.1007/s40593-021-00243-5.
Chowdhury, TBM; Holbrook, Jack; Reis, Pedro; Rannikmäe, Miia (2021). Bangladeshi Science Teachers’ Perceived Importance and Perceived Current Practices in Promoting Science Education Through a Context-Based, Socio-scientific Framework. Science & Education.
DOI: 10.1007/s11191-021-00236-9.
Elhai, J. D.; Sapci, O.; Yang, H.; Amialchuk, A.; Rozgonjuk, D.; Montag, C. (2021). Objectively-measured and self-reported smartphone use in relation to surface learning, procrastination, academic productivity, and psychopathology symptoms in college students. Human Behavior and Emerging Technologies, 3 (5), 912−921.
DOI: 10.1002/hbe2.254.
Eradze, Maka; Bardone, Emanuele; Dipace, Anna (2021). Theorising on covid-19 educational emergency: magnifying glasses for the field of educational technology. Learning Media and Technology.
DOI: 10.1080/17439884.2021.1961802.
Feklistova, Lidia; Lepp, Marina; Luik, Piret (2021). Learners’ Performance in a MOOC on Programming. Education Sciences, 11 (9).
DOI: 10.3390/educsci11090521.
Hooshyar, Danial; Malva, Liina; Yang, Yeongwook; Pedaste, Margus; Wang, Minhong; Lim, Heuiseok (2021). An adaptive educational computer game: Effects on students' knowledge and learning attitude in computational thinking. Computers in Human Behavior, 114, 106575.
DOI: 10.1016/j.chb.2020.106575.
Hunt, Pihel; Leijen, Äli; van der Schaaf, Marieke (2021). Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics. Education Sciences, 11 (6, 278), 1−13.
DOI: 10.3390/educsci11060278.
Innocent Kwame Bedi, Hasso Kukemelk, Emanuele Bardone (2021). Practices, Personal and School Factors That Influenced School Heads’ Job Stress and Satisfaction. European Journal of Educational Research, 10 (1), 51−62.
DOI: 10.12973/eu-jer.10.1.51.
de Jong, Ton; Gillet, Denis; Rodríguez-Triana, María Jesús; Hovardas, Tasos; Dikke, Diana; Doran, Rosa; Dziabenko, Olga; Koslowsky, Jens; Korventausta, Miikka; Law, Effie; Pedaste, Margus; Tasiopoulou, Evita; Vidal, Gérard; Zacharia, Zacharias C. (2021). Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab. Educational Technology Research and Development.
DOI: 10.1007/s11423-020-09904-z.
Katz, Sandra; Albacete, Patricia; Chounta, Irene-Angelica; Jordan, Pamela; McLaren, Bruce; Zapata-Rivera, Diego (2021). Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics. International Journal of Artificial Intelligence in Education, 31 (3), 397−445.
DOI: 10.1007/s40593-020-00226-y.
Kirss, Laura; Saalik, Ulle; Leijen, Ali; Pedaste, Margus (2021). School Effectiveness in Multilingual Education: A Review of Success Factors. Education Sciences, 11 (5), ARTN 193.
DOI: 10.3390/educsci11050193.
Kivirand, Tiina; Leijen, Äli; Lepp, Liina; Tammemäe, Tiiu (2021). Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants. Education Sciences, 11 (4), 166.
DOI: 10.3390/educsci11040166.
Koni, Ingrid; Lepp, Liina (2021). Lesson recordings and analysis as part of teacher professional development programmes: what are the student teachers’ opinions? Educational Studies, 1−13.
DOI: 10.1080/03055698.2021.1951673.
Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia (2021). Exploring Students’ Science-Related Career Awareness Changes through Concept Maps. Education Sciences, 11 (4).
DOI: 10.3390/educsci11040157.
Kvieskiene, Giedre; Ivanova, Ilze; Trasberg, Karmen; Stasytyte, Viktorija; Celiešiene, Egle (2021). Modelling of Social Policy and Initiatives under COVID-19: Rural NEET Youth Case Study. Social Sciences, 10 (393), 1−16.
DOI: 10.3390/socsci10100393.
Kõiv, Kerli; Saks, Katrin; Paabort, Heidi; Lendzhova, Vladislava; Smoter, Mateusz (2021). A Service Model for Self-Directed Learning of NEET Youth at the Local Government Level. Youth and Society, 0044118X2110582.
DOI: 10.1177/0044118X211058225.
Kyttälä, Minna; Sinkkonen, Hanna-Maija; Kõiv, Kristi (2021). Social, emotional, and behavioral strengths and difficulties among sixth grade students: comparing student and teacher ratings in Finland and Estonia. International Journal of School & Educational Psychology, 9 (1), 42−54.
DOI: 10.1080/21683603.2019.1640148.
Leibur, Tiiu; Saks, Katrin; Chounta, Angeliki Eirini (2021). Towards Acquiring Teachers’ Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process. Education Sciences, 11 (8), 1−19.
DOI: 10.3390/educsci11080391.
Leijen, Äli; Arcidiacono, Francesco; Baucal, Aleksandar (2021). The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All. Frontiers in Psychology, 12 (633066), 1−10.
DOI: 10.3389/fpsyg.2021.633066.
Lepp, L., Aaviku, T., Leijen, Ä., Pedaste, M., Saks, K. (2021). Teaching during COVID-19: The Decisions Made in Teaching. Education Sciences, 11 (2), 47.
DOI: 10.3390/educsci11020047.
Lepp, Marina; Luik, Piret (2021). Challenges and Positives Caused by Changing Roles during Emergency Remote Education in Estonia as Revealed by Facebook Messages. Social Sciences, 10 (10), 364.
DOI: 10.3390/socsci10100364.
Luik, Piret; Lepp, Marina (2021). Are Highly Motivated Learners More Likely to Complete a Computer Programming MOOC? The International Review of Research in Open and Distributed Learning, 22 (1), 41−58.
DOI: 10.19173/irrodl.v22i1.4978.
Luik, Piret; Lepp, Marina (2021). Changes in activity and content of messages of an Estonian Facebook group during transition to distance learning at the beginning of the COVID‐19 pandemic. Journal of Computer Assisted Learning, 37 (6), 1629−1639.
DOI: 10.1111/jcal.12602.
Luik, Piret; Lepp, Marina (2021). Local and External Stakeholders Affecting Educational Change during the Coronavirus Pandemic: A Study of Facebook Messages in Estonia. Education Sciences, 11 (3), 113.
DOI: 10.3390/educsci11030113.
Luik, Piret; Taimalu, Merle (2021). Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis. Education Sciences, 11 (9), 564.
DOI: 10.3390/educsci11090564.
Mooses, Kerli; Vihalemm, Triin; Uibu, Marko; Mägi, Katrin; Korp, Leene; Kalma, Maarja; Mäestu, Evelin; Kull, Merike (2021). Developing a comprehensive school-based physical activity program with flexible design – from pilot to national program. BMC Public Health, 1−14.
DOI: 10.1186/s12889-020-10111-x.
Otchie, Wilson Ofotsu; Pedaste, Margus; Bardone Emanuele; Chounta Irene-Angelica (2021). Contextualizing social media ecology and its pedagogical affordances: the perspective of high school teachers. The Electronic Journal of e-Learning, 19 (6), 471−489.
DOI: 10.34190/ejel.19.6.2486.
Pedaste, Margus; Baucal, Aleksandar; Reisenbuk, Elle (2021). Towards a science inquiry test in primary education: development of items and scales. International Journal of STEM Education, 8 (1).
DOI: 10.1186/s40594-021-00278-z.
Pedaste, Margus; Leijen, Äli; Kivirand, Tiina; Nelis, Pille; Malva, Liina (2021). School leaders' vision is the strongest predictor of their attitudes towards inclusive education practice. International Journal of Inclusive Education, xx−xx.
DOI: 10.1080/13603116.2021.1994661.
Pihu, M., Tilga, H., & Kull, M. (2021). Physical literacy – a new educational goal. Eesti Haridusteaduste Ajakiri = Estonian Journal of Education, 9 (2), 244−269.
DOI: 10.12697/eha.2021.9.2.10.
Roos, Liana; Löfström, Erika; Remmik, Marvi (2021). Individual and Structural Challenges in Doctoral Education: An Ethical Perspective. International Journal of Doctoral Studies, 16, 211−236.
DOI: 10.28945/4738.
Roos, Liana; Trasberg, Karmen; Kõiv, Kristi; Säre, Egle (2021). Characteristics of powerful learning environments in VET transition program for at-risk students: qualitative insights from teachers and support specialists implementing the program. Empirical Research in Vocational Education and Training, 13 (1), 1−21.
DOI: 10.1186/s40461-021-00123-1.
Rõõm, Marili; Lepp, Marina; Luik, Piret (2021). Dropout Time and Learners’ Performance in Computer Programming MOOCs. EDUCATION SCIENCES, 11 (10).
DOI: 10.3390/educsci11100643.
Saks, Katrin; Hunt, Pihel; Leijen, Äli; Lepp, Liina (2021). TO STAY OR NOT TO STAY: AN EMPIRICAL MODEL FOR PREDICTING TEACHER PERSISTENCE. British Journal of Educational Studies, 1−26.
DOI: 10.1080/00071005.2021.2004995.
Saks, Katrin; Ilves, Helen; Noppel, Airi (2021). The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills. Education Sciences, 11, 1−15.
DOI: 10.3390/educsci11100598.
Sikkal, E.; Uibu, K.; Vaas, I.; Krass, T. (2021). Teaching Evidence-Based Subject Didactics in Primary Teacher Education. lnternational Electronic Journal of Elementary Education, 13 (5), 639−649.
DOI: 10.26822/iejee.2021.218.
Taimalu, M; Luik, P; Kantelinen, R; Kukkonen, J (2021). WHY THEY CHOOSE A TEACHING CAREER? FACTORS MOTIVATING CAREER CHOICE AMONG ESTONIAN AND FINNISH STUDENT TEACHERS. Trames Journal of the Humanities and Social Sciences, 25 (1), 19−35.
DOI: 10.3176/tr.2021.1.02.
Teppo, Moonika; Soobard, Regina; Rannikmäe, Miia (2021). A Study Comparing Intrinsic Motivation and Opinions on Learning Science (Grades 6) and Taking the International PISA Test (Grade 9). Education Sciences, 11 (1), 14.
DOI: 10.3390/educsci11010014.
Teppo, Moonika; Soobard, Regina; Rannikmäe, Miia (2021). GRADE 6 & 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING. Journal of Baltic Science Education, 20 (1), 119−133.
DOI: 10.33225/jbse/21.20.119.
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2021). Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes. Education Sciences, 11 (7), 316.
DOI: 10.3390/educsci11070316.
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2021). One-year Follow-up Data on the Face-to-face Autonomy-Supportive Intervention Program for Physical Education Teachers. International Journal of Sport Psychology.
DOI: 10.31234/osf.io/qu8jm.
Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L., & Koka, A. (2021). Perceived Autonomy Support from Peers, Parents, and Physical Education Teachers as Predictors of Physical Activity and Health-Related Quality of Life among Adolescents—A One-Year Longitudinal Study. Education Sciences, 11 (9), 457.
DOI: 10.3390/educsci11090457.
Tilga, H., Kalajas-Tilga, H., Hein, V. & Koka, A. (2021). Web-based and face-to-face autonomy-supportive intervention for physical education teachers and students’ experiences. Journal of Sports Science and Medicine, 20, 672−683.
DOI: 10.52082/jssm.2021.672.
Uibu, K.; Salo, A.; Ugaste, A.; Rasku-Puttonen, H. (2021). Observed teaching practices interpreted from the perspective of school-based teacher educators. European Journal of Teacher Education, xx (xx).
DOI: 10.1080/02619768.2021.1900110.
Viirpalu, Piret; Krull, Edgar; Mikser, Rain (2021). Teachers´ feelings of curriculum ownership: the Estonian case. Journal of Baltic Studies.
DOI: 10.1080/01629778.2021.2001550.