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Gunilla Brita Maria Eklund

Professor

Department of Education

Email: gunilla.eklund@uia.no
Phone: +47 38142054

Research groups

Practice, teaching, policy in teacher education (PUPIL)

Areas of responsibility

I am a professor in Education at University of Agder. I have previously been Professor II at Oslo Metropolitan University and I have extensive experience as a senior lecturer in education from Åbo Akademi University in Finland. I have long experience in teaching research methodology and supervising bachelor's, master's and doctoral theses. My research interest is research-based teacher education and teacher’s professional development. I participate in several research projects on the development of teacher education and teaching profession.

Research

My early research focuses on student learning and my PhD thesis is entitled; “Students' learning. Conceptions, approaches and outcomes of learning”. I did my postdoctoral period at the University of California, Berkeley with Jean Lave as supervising researcher.

My current research concerns research-based teacher education and teacher’s professional development. I participate in several Nordic research projects and I am interested in developing teacher education and its relevance for the educational community.

Selected publications

Scientific articles

Aalbergsjø, S. G., Henriksen, E., & Eklund, G. (2023). Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education. Nordic Studies in Science Education, 19(1), 20–34.

Eklund, G., Mestad, I., Aksland, C., & Jegstad, K. M. (2022). Research assignments in teacher education – Norwegian undergraduate students’ experiences of the writing process. Acta Didactica Norden, 16(3), 1-21. https://doi.org/10.5617/adno.9196

Kula, S., Eklund, G., & Kronholm-Cederberg, A. (2022). Kodknäckaren – Gymnasiestuderandes syn på ett genrepedagogiskt läromedel och dess betydelse för välmående och studieframgång. Finsk Tidskrift, 5, 35–59.

Jusslin, S., & Eklund, G. (2022). Intra-active pedagogy in practice- and arts-based master’s thesis projects in education: What can we learn from it? Journal for Research in Arts and Sports Education, 6(3), 121–137. https://doi.org/10.23865/jased.v6.3538

Sundqvist, K., & Eklund, G. (2022). Home Economic teachers’ ICT use in Finland seen from a lens of reciprocal determinism. International Journal of Home Economics, 14(2), 116–129. https://www.ifhe.org/ejournal/archive

Henriksson, J., Eklund, G., & Aspfors, J. (2021). A genre shift in disseminating knowledge –Student teachers’ experiences of communicating their master’s theses as popular science. Nordic Journal of Education and Practice, 15(3), 70–87. https://doi.org/10.23865/up.v15.3227

Sjöblom, P., Eklund, G., & Fagerlund, P. (2021). Student teachers’ views of outdoor education as teaching method. Two cases from Finland and Norway. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2021.2011338

Aspfors, J., Eklund, G., Holand, A., Fiskum, T., Hansén, S–E., & Jegstad, K. (2021). Scientifically Designed Teacher Education: Teacher Educators’ Perceptions in Norway and Finland. Nordic Journal of Comparative and International Education, 5(1), 85–103. https://doi.org/10.7577/njcie.4122

Jegstad, K., Fiskum, T., Aspfors, J., & Eklund, G. (2021). Dichotomous and multifaceted – Teacher educators’ understanding of professional knowledge in research-based teacher education. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2021.1958255

Pajchel, K., Jegstad, K., Eklund, G., Aalbergsjø, S. G., & Sollid, P. Ø. D. (2021). The role of school placement within research-based teacher education – through the eyes of science mentors. Teachers and Teaching: Theory and practice. https://doi.org/10.1080/13540602.2021.1933416

Sundqvist, K., Korhonen, J., & Eklund, G. (2021). Predicting Finnish subject-teachers’ ICT use in Home Economics based on teacher- and school-level factors. Education Inquiry. https://doi.org/10.1080/20004508.2020.1778609

Haagensen, J., Eklund, G., & Aspfors, J. (2020). Values and beliefs matter – Newly qualified teachers’ experiences of relational trust. Journal of Teacher Education and Educator, 9(3), 329–347. https://dergipark.org.tr/tr/download/article-file/1080269

Sundqvist, K., Korhonen, J., & Eklund, G. (2020). Finnish subject-teachers’ beliefs and use of information and communication technology in Home Economics. Nordic Journal of Digital Literacy, 15(3), 202–222. https://doi.org/10.18261/issn.1891-943x-2020-03-06 https://doi.org/10.18261/issn.1891-943x-2020-03-06

Eklund, G., Sundqvist, C., Lindell, M., & Toppinen, H. (2020). Primary school teachers’ views of three-tiered support. A study of Finnish primary school teachers’ experiences of their role and competence by implementing the three-tiered support. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2020.1790885

Aspfors, J., Eklund, G., & Hansén, S-E. (2019). Early Career Teachers’ Experiences of Developing Professional Knowledge – from Research-based Teacher Education to the First Five Years in the Profession. Nordisk Tidskrift för Allmän Didaktik, 5(1).

Eklund, G., Aspfors, J., & Hansén, S-E. (2019). Master’s thesis – a tool for professional development? Teachers’ experiences of master’s theses in Finnish teacher education. Nordic Journal of Education and Practice, 13(2), 76–92.

Bendtsen, M., Eklund, G., Forsman, L., & Pörn, M. (2019). Student teachers’ experiences of action research-based projects: Two cases within initial teacher education in Finland. Educational Action Research.

Jakhelln, R., Eklund, G., Aspfors, J., Bjørndal, K., & Stølen, G. (2019). Newly qualified teachers’ understandings of research-based teacher education practices in Finland and Norway. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2019.1659402

Eklund, G. (2019). Master’s thesis as a part of research-based teacher education: A Finnish case. Journal of Teacher Education and Educator, 8(1), 5–20.

Aspfors, J., Eklund, G., Hansén, S-E., & Wikman, T. (2018). Equity, Trust, and Autonomy – Perspectives on Teacher Education in Finland. In K.G. Karras & C.C. Wolhuter (Eds.), International Handbook of Teacher Education (2nd ed., Vol. 1) (pp. 511–525). HM Studies.

Eklund, G. (2018). Does research-based teacher education matter? Student teachers' experiences of Research-Based Teacher Education in Finland. Nordisk Tidskrift för Allmän Didaktik, 4(1), 3–17.

Aspfors, J., & Eklund, G. (2017). Explicit and implicit perspectives on research-based teacher education – newly qualified teachers’ experiences in Finland. Journal of Education for Teaching – International Research and Pedagogy, 43(5).

Hansén, S-E., Eklund, G., & Sjöberg, J. (2015). General Didactics in Finnish Teacher Education – the case of class teacher education at Åbo Akademi University. Nordisk Tidskrift för Allmän Didaktik, 1(1), 7–20.

Eklund, G. (2014). A research-based teacher education in Finland – a dilemma for the students. Psychology Research, 4(7), 567–578.

Hansén, S-E., & Eklund, G. (2014). Finnish teacher education – challenges and possibilities. Journal of International Forum of Researchers in Education, 1(2).

Eklund-Myrskog, G., Sjöblom-Lehtinen, M., & Troberg H. (2007). Vad har du lärt dig i skolan idag? En studie kring elevers syn på vad de lärt sig i årskurs ett. SPEKTRI, 1, 24–25.

Hansén, S-E, Sjöberg, J., & Eklund-Myrskog, G. (2005). Must know, good to know, nice to know. Kärnstoffsanalys i lärarutbildningar. Nordic Studies in Education, 4, 400–412.

Eklund-Myrskog, G. (2000). Student nurses' understanding of caring science. Nurse Education Today, 2(20), 164–170.

Eklund-Myrskog, G. (2000). Finnish students’ approaches to learning in different educational contexts. Estudios Pedagogicos. Faculad de Filosofia Y Humanidades,25, 7–20. Universidad Austral De Chile, Valdivia, Chile.

Eklund-Myrskog, G., & Wenestam, C-G. (1999). Students’ approaches to learning in Finnish General Upper Secondary School. Scandinavian Journal of Educational Research, 43(1), 5–18.

Eklund-Myrskog, G. (1998). The influence of the educational context on students' conceptions of learning. Higher Education, 35, 299–316.

Eklund-Myrskog, G. (1997). The influence of the educational context on students’ conceptions of learning and approaches to learning. British Journal of Educational Psychology, 3(67), 371–381.

Eklund-Myrskog, G. (1997). Studerandes inriktningar vid inlärning inom yrkesutbildning. En undersökning av studerandes inlärningsinriktningar inom ramen för två yrkesutbildningar i Finland. Kasvatus, 4, 326–337.

Eklund-Myrskog, G. (1997). Students' views of learning in vocational education. Scandinavian Journal of Educational Research, 2, 179–188.

Eklund-Myrskog, G. (1997). Eleverna behöver nya utgångspunkter för inlärningen. SPEKTRI.

Eklund-Myrskog, G. (1996). Book Recension: Nyberg, R. (1996). Skriva avhandling och rapporter steg för steg. Guide för skribenter. Läraren.

Myrskog, G. (1994). Lärarstuderandes uppfattningar av inlärning i ett praktiskt respektive teoretiskt studiemoment i lärarutbildningen. Kasvatus, 5, 483–491.

Scientific books and chapters in books

Aksland, C., Mestad, I. Jegstad, K.M. og Eklund, G. (2024, in press). Masteroppgaver innen forskningsbasert lærerutdanning i naturfag: Studenters og lærerutdanneres perspektiver. I Henriksen, E.K., Jegstad, K.M, Mestad, I., Pajchel, K. og Eklund, G.: Fra forskningsfronten til klasserommet: Perspektiver på forskningsbasert lærerutdanning i naturfag. Universitetsforlaget.

Henriksen, E.K., Jegstad, K.M, Mestad, I., Pajchel, K. og Eklund, G. (2024, in press). Fra forskningsfronten til klasserommet: Perspektiver på forskningsbasert lærerutdanning i naturfag. Universitetsforlaget.

Hansén, S-E., Aspfors, J., Eklund, G., & Wikman, T. (2023). Att gestalta vetenskaplig text. Studentlitteratur.

Nyberg, R., & Eklund, G. (2012). Gör källförteckning. In R. Nyberg & A. Tidström, (Eds.), Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar (pp. 293–312). Studentlitteratur.

Nyberg, R., & Eklund, G. (2012). Ange källor i texten. In R. Nyberg & A. Tidström, (Eds)., Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar (pp. 271–292). Studentlitteratur.

Eklund, G., & Sjöberg, J. (Red.), (2010). Att växa till lärare. (Special edition no. 4). Åbo Akademi University, Faculty of Education.

Eklund, G. (2010). Student teachers’ views of the scientific thesis within teacher education in Finland. I G. Eklund & J. Sjöberg (Eds.), Att växa till lärare. (pp. 11–28). (Special edition no. 4). Åbo Akademi University, Faculty of Education.

Eklund-Myrskog, G., & Jeskanen, R. (2006). Klasslärares syn på integrering och inklusion av elever med Downs syndrom i den allmänna skolan. (Publication no. 13). Åbo Akademi University, Faculty of Education.

Eklund-Myrskog, G. (2006). Inlärningsforskningens betydelse för lärarens arbete? In M. Bendtsen, M. Björklund, C. Fant, & L. Forsman (Eds.), Språk, lärande och utbildning i sikte. Festskrift tillägnad professor Kaj Sjöholm (pp. 263–272). (Report no. 20). Åbo Akademi University, Faculty of Education.

Hansén, S-E., Sjöberg, J., & Eklund-Myrskog, G. (2004). Pedagogiken i lärarutbildningen – perspektiv på en kärnstoffsanalys. In M. Lundkvist & C. Öhberg (Eds.), Det synliga barnet. Praktiska och teoretiska perspektiv på pedagogiken. Festskrift tillägnad Marita Lindahl. (pp. 141–156). (Report no. 9). Åbo Akademi University, Faculty of Education.

Eklund-Myrskog, G. (2003). What is learning for me and how do I learn. In J. Sjöberg, H. Andersson & O. Björkqvist (Eds.), Läraren och pedagogiken. Festkrift tillägnad Sven-Erik Hansén (pp. 151–163). Åbo Akademi University Press.

Hansén, S-E, Sjöberg, J., & Eklund-Myrskog, G. (Eds.), (2000). Att spana i tiden. Pedagogiska utblickar. Festskrift tillägnad Håkan Andersson. Åbo Akademi University Press.

Eklund-Myrskog, G. (2000). Klasslärarstuderandes syn på pedagogik och på pedagogiska studier inom lärarutbildningen. In S-E Hansén, J. Sjöberg & G. Eklund-Myrskog (Eds.), Att spana i tiden. Pedagogiska utblickar. Festskrift tillägnad Håkan Andersson. (pp. 61–69). Åbo Akademi University Press.

Hansén, S-E., & Eklund-Myrskog, G. (1999). Review: Perspectives: Key concepts for understanding curriculum (Volume 1). Curriculum Studies, 31(1), pp. 107–126.

Eklund-Myrskog, G. (1998). Studerandes förhållningssätt till inlärning vid inträdet till yrkesutbildning. In G. Eklund-Myrskog, (Ed.), Individers inlärning i ett yrkespedagogiskt perspektiv. (pp. 23–36). Nordiskt yrkespedagogiskt nätverk. FoU samarbete 1997–1998. Arbetsrapport till Nordiska Ministerrådet.

Eklund-Myrskog, G. (Ed.), (1998). Individers inlärning i ett yrkespedagogiskt perspektiv. Nordiskt yrkespedagogiskt nätverk. FoU samarbete 1997–1998. Arbetsrapport till Nordiska Ministerrådet.

Hansen, S–E. & Eklund-Myrskog, G. (1997). Jag lär så länge jag (har e)lever. I S. Lindgren & J. Sjöberg (Eds.), Lärandet som livshållning. Det livslånga lärandet i ett finlandssvenskt perspektiv. (pp. 105–122). Finnish National Agency for Education.

Eklund-Myrskog, G. (1996). Yrkeskolstuderandes beredskap för ett livslångt lärande. En undersökning av studerandes inlärningsinriktningar inom ramen för två yrkesutbildningar i Finland. In B. Petterson (Ed.), Kongressrapport från Nordisk Yrkespedagogisk Konferens. Gothenburg, Sweden.

Eklund-Myrskog, G. (1996). Studerandes förståelse av sin egen inlärning och roll i inlärningsprocessen. In G. Eklund-Myrskog, O. Liljefelt, & J-F Waage (Eds.), Personers laering i yrkesfaglige sammenhenger: Dryftinger og empiriske arbeider fra en arbetsgruppe. Nordiskt yrkespedagogiskt nätverk. FoU samarbete 1995–1996. Arbetsrapport till Nordiska Ministerrådet.

Eklund-Myrskog, G., Liljefelt, O., & Waage, J-F (Eds.), (1996). Personers laering i yrkesfaglige sammenhenger: Dryftinger og empiriske arbeider fra en arbetsgruppe. Nordiskt yrkespedagogiskt nätverk. FoU samarbete 1995–1996. Arbetsrapport till Nordiska Ministerrådet.

Eklund-Myrskog, G. (1996). Forskning kring uppfattningar av inlärning. Kontextrelaterad inlärnings- och kognitionsforskning In G. Eklund-Myrskog, O. Liljefelt, & J-F Waage (Eds.), Personers laering i yrkesfaglige sammenhenger: Dryftinger og empiriske arbeider fra en arbetsgruppe. Nordiskt yrkespedagogiskt nätverk. FoU samarbete 1995–1996. Arbetsrapport till Nordiska Ministerrådet.

Eklund-Myrskog, G. (1996). Students’ ideas of learning. Conceptions, approaches, and outcomes in different educational contexts. Doctoral thesis. Åbo Akademi University Press.

Hansen, S-E., & Myrskog, G. (1994). Läroplansreform och inlärningssyn. I Wickman-Skult (Ed.), Grundskolan förändras. Läroplansarbete i blickpunkten (pp. 14–22). Finnish National Agency for Education.

Hansen, S-E. & Myrskog, G. (1993). Inlärningssyn. In Skolans värdegrund (pp. 39–48). Förbundet hem och skola i Finland.

Myrskog, G. (1993). Lärares syn på studerandes inlärning. En studie rörande uppfattningar av studerandes inlärning bland lärare vid Vasa svenska hälsovårdsläroanstalt (Publication no. 5). Åbo Akademi University, Faculty of Education.

Myrskog, G. (1993). Tankar om inlärning. En studie av lärarstuderandes uppfattningar av inlärning i relation till olika kontexter inom lärarutbildningen (Report no. 6). Åbo Akademi University, Faculty of Education.

Myrskog, G., Sundqvist, R., & Wenestam, C-G. (Eds.), (1992). Lärarutbildningen i Finland: Exemplet Åbo Akademi. In R. Mykletun (Ed.), Kongressrapport fra den 20. nordiske kongress for pedagogisk forskning (pp. 393–411). Stavanger, Norway.

Myrskog, G. (1990). Inriktningar och strategier vid inlärning bland klasslärarstuderande. Master’s thesis in Education. Åbo Akademi University, Faculty of Education.

Eklund, G. (1990). Inlärning innebär utveckling. In R. Nyberg (Ed.), Inlärning och motivation bland studerande i finlandssvenska handelsläroanstalter (Yrkesutbildningsserien no 3, pp. 13–51). Hämeenlinnan opettajankoulutuslaitos

Tuition

I teach university pedagogy and pedagogy, with a focus on research-based teaching and learning. I also supervise master's thesis in special pedagogy within primary school teacher education.

Short biography

2024 Professor in Education, University of Agder, Norway

2018-2022 Professor II, Oslo Metropolitan University, Oslo, Norway

2013 Associate professor, Åbo Akademi University, Finland

2018-2022, 2014-2016, 1997-1998 Research manager (vice professor), Åbo Akademi University, Finland

2017- Senior lecturer in Education, Åbo Akademi University, Finland

1997-2017, 1993-1994 Lecturer in Education, Åbo Akademi University, Finland

Aalbergsjø, Siv Gundrosen; Henriksen, Ellen Karoline & Eklund, Gunilla Brita Maria (2023). Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education. Nordic Studies in Science Education. ISSN 1504-4556. 19(1), p. 20–34. doi: 10.5617/NORDINA.9582.
Kula, Stefan; Eklund, Gunilla Brita Maria & Kronholm, Anette (2022). Kodknäckaren – Gymnasiestuderandes syn på ett genrepedagogiskt läromedel och dess betydelse för välmående och studieframgång. Finsk Tidskrift (FT). ISSN 0015-248X. p. 35–59.
Eklund, Gunilla Brita Maria; Mestad, Idar; Aksland, Charlotte & Jegstad, Kirsti Marie (2022). Research assignments in teacher education - Norwegian undergraduate student teachers' experiences of the writing process. Acta Didactica Norden (ADNO). ISSN 2535-8219. 16(3). doi: 10.5617/adno.9196. Full text in Research Archive Show summary
The aim of Norway’s reformed teacher education programme is to educate research-literate teachers who are able to integrate research-based knowledge into classroom experiences. Based on this, the aim of the present study was to gain deeper insight into student teachers’ experiences of working on their research and development (R&D) assignments in order to obtain a better understanding of the process from their perspective. More specifically, their experiences of working on the R&D assignments before, during and after the writing process were investigated through essays. Data were collected from 59 informants from two teacher education institutions, and 137 essays were analysed in line with a thematic analytical approach. The student teachers’ experiences of working on the R&D assignments were related to two themes: a positive and challenging process, and research and teacher relevance. In line with these themes, the R&D assignments should be organised so as to provide enough support for student teachers alongside the appropriate tools for managing the research task. Furthermore, R&D assignments within teacher education can be seen as a route towards connecting research and practice and further developing research-literate teachers
Jusslin, Sofia & Eklund, Gunilla Brita Maria (2022). Doing arts-based master’s thesis supervision/writing in teacher education: A new materialist approach to supervision. Journal for Research in Arts and Sports Education. ISSN 2535-2857. 6(3), p. 121–137. doi: 10.23865/jased.v6.3538.
Aspfors, Jessica Marianne; Eklund, Gunilla Brita Maria; Holand, Anna Marie; Fiskum, Tove Anita; Hansen, Sven-Erik & Jegstad, Kirsti Marie (2021). Scientifically Designed Teacher Education: Teacher Educators’ Perceptions in Norway and Finland. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 5, p. 85–103. doi: 10.7577/njcie.4122. Show summary
This paper investigates teacher educators’ perceptions of scientifically designed teacher education in Finland and Norway and asks the following research questions:How do teacher educators in Finland and Norway perceive scientifically designed teacher education? How do they perceive teacher education regarding the research-led, research-tutored, research-based,and research-oriented dimensions? The study is comparative and uses a quantitative methodological approach based on a questionnaire survey administered to teacher educators in three departments of teacher education, two in Norway and one in Finland. The findings indicate overall positive and quite similar perceptions between the two countries. Despite the similarities, there were differences, particularly in the dimension concerning teacher-focused activities and in the research-tutored dimension. Furthermore, teacher educators’ perceptions were more varied among the Norwegian teacher educators, compared to the Finnish respondents.
Sundqvist, Karin & Eklund, Gunilla Brita Maria (2021). Home Economic Teachers’ ICT Use in Finland Seen From a Lens of Reciprocal Determinism. International Journal of Home Economics. ISSN 1999-561X. 14(2), p. 116–129. Show summary
This study aims to investigate Finnish home economic (HE) teachers’ use of information and communications technology (ICT) and uses triadic reciprocal causation as a means to enhance understanding of it. The study also aims to provide new insight into how HE teachers should be supported in their use of ICT to enhance student learning. Data were collected through semi- structured interviews with 12 HE teachers in 2019 and further examined through an abductive approach to content analysis. The findings show that HE teachers used ICT in a variety of ways, although they had trouble expressing their goals for its use. The findings further show that HE teachers’ use of ICT not only depends on their goals, but also on several influences identified at both environmental and personal level in Bandura’s model of triadic reciprocal determinism. Based on these findings, HE teachers need to be given support in settings goals for their ICT use. These goals are important because, in combination with performance feedback, they enable teachers to specify the conditions for successful ICT use. Furthermore, the study shows the need for HE teachers to develop digital skills and to have sufficient ICT infrastructure, on-hand pedagogical and technical support, shared practices, collegial support and follow-up teacher training that focuses on their individual requirements. Based on the results, we found Bandura’s model to be useful for enhancing our understanding of the influences related to HE teachers’ ICT use and their goals for its use.
Henriksson, John; Eklund, Gunilla Brita Maria & Aspfors, Jessica (2021). A genre shift in disseminating knowledge: Student teachers’ experiences of communicating their master’s theses as popular science. Nordisk tidsskrift for utdanning og praksis. ISSN 2535-7697. 15(3), p. 70–87. doi: 10.23865/up.v15.3227.
Sjöblom, Pia; Eklund, Gunilla Brita Maria & Fagerlund, Petra (2021). Student teachers’ views of outdoor education as teaching method. Two cases from Finland and Norway. Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679. doi: 10.1080/14729679.2021.2011338.
Jegstad, Kirsti Marie; Fiskum, Tove Anita; Aspfors, Jessica & Eklund, Gunilla (2021). Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. 66(6). doi: 10.1080/00313831.2021.1958255. Full text in Research Archive
Pajchel, Katarina; Jegstad, Kirsti Marie; Eklund, Gunilla Brita Maria; Aalbergsjø, Siv Gundrosen & Sollid, Per Øyvind (2021). The role of school placement within research-based teacher education–through the eyes of science mentors. Teachers and Teaching: theory and practice. ISSN 1354-0602. doi: 10.1080/13540602.2021.1933416.
Sundqvist, Karin; Korhonen, Johan & Eklund, Gunilla Brita Maria (2020). Finnish subject-teachers’ beliefs and use of information and communication technology in Home Economics. Nordic Journal of Digital Literacy. ISSN 1891-943X. 15(3), p. 202–222. doi: 10.18261.
Eklund, Gunilla; Sundqvist, Christel; Lindell, Matilda & Toppinen, Heidi (2020). A study of Finnish primary school teachers’ experiences of their role and competences by implementing the three-tiered support. European Journal of Special Needs Education. ISSN 0885-6257. doi: 10.1080/08856257.2020.1790885. Full text in Research Archive
Sundqvist, Karin; Korhonen, Johan & Eklund, Gunilla Brita Maria (2020). Predicting Finnish subject-teachers’ ICT use in Home Economics based on teacher- and school-level factors. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2020.1778609.
Aspfors, Jessica ; Eklund, Gunilla Brita Maria & Hansen, Sven-Erik (2019). Early Career Teachers’ Experiences of Developing Professional Knowledge: from research-based teacher education through five years in the profession. Nordisk Tidskrift för Allmän Didaktik. ISSN 2002-2832. 5(1), p. 2–18. Full text in Research Archive
Eklund, Gunilla Brita Maria; Aspfors, Jessica & Hansen, Sven-Erik (2019). Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education. Nordisk tidsskrift for utdanning og praksis. ISSN 2535-7697. 13(2), p. 76–92. doi: 10.23865/up.v13.1973. Full text in Research Archive
Bendtsen, Marina; Eklund, Gunilla Brita Maria; Forsman, Liselott & Pörn, Michaela (2019). Student teachers' experiences of action research-based projects: Two cases within initial teacher education in Finland. . Educational Action Research. ISSN 0965-0792. doi: 10.1080/09650792.2019.1684969.
Jakhelln, Rachel Elise; Eklund, Gunilla Brita Maria; Aspfors, Jessica ; Bjørndal, Kristin Emilie W & Stølen, Gerd (2019). Newly qualified teachers' understandings of research-based teacher education practices-Two cases From Finland and Norway. Scandinavian Journal of Educational Research. ISSN 0031-3831. p. 1–18. doi: 10.1080/00313831.2019.1659402. Full text in Research Archive
Eklund, Gunilla Brita Maria (2019). Master’s thesis as a part of research-based teacher education: A Finnish case. Journal of Teacher Education and Educators. ISSN 2147-0456. 8(1), p. 5–20.
Eklund, Gunilla Brita Maria (2018). Does research-based teacher education matter? Student teachers' experiences of Research-Based Teacher Education in Finland. Nordisk Tidskrift för Allmän Didaktik. ISSN 2002-2832. 4(1), p. 3–17. doi: 10.1080/09650792.2019.1684969.
Aspfors, Jessica ; Eklund, Gunilla Brita Maria; Hansèn, Sven-erik & Wikman, Tom (2018). Equity, trust and autonomy - Perspectives on teacher education in Finland. In Karras, K.G. & Wolhuter, C. C. (Ed.), International Handbook on Teacher Education Worldwide: Issues and Challenges for Teacher Profession. HM Studies & Publishing. ISSN 978-9963-2415-5-2. p. 511–526.
Aspfors, Jessica & Eklund, Gunilla (2017). Explicit and implicit perspectives on research-based teacher education - newly qualified teachers’ experiences in Finland. Journal of Education for Teaching. ISSN 0260-7476. 43(4), p. 400–413. doi: 10.1080/02607476.2017.1297042. Show summary
Much of the international debate and research on teacher education has centred on how the preparation of teachers should be organised. In contrast to many other countries, teacher education in Finland has been university-based for decades and has a strong researchbased approach. This inductive study describes newly qualified teachers’ (NQTs) experiences of research-based teacher education. The study uses data from semi-structured interviews with 10 newly qualified primary school teachers that were conducted in 2016, directly after they had finished their master’s degrees but had not yet begun to work as teachers. A qualitative content analysis identified three main knowledge areas that describe NQTs’ experiences: personal development, teacher professional competence and Research competence. The results demonstrate that students in research-based teacher education gain a solid basis for their future teacher profession, as well as experiencing legitimacy and a high level of status in society. Their education encourages them to become innovative and professional teachers who are prepared to honour the trust and autonomy given to them by society.
Eklund, Gunilla Brita Maria; Hansen, Sven-Erik & Sjöberg, Jan (2015). General Didactics in Finnish Teacher Education – the case of class teacher education at Åbo Akademi University. Nordisk Tidskrift för Allmän Didaktik. ISSN 2002-2832. 1(1), p. 7–20.
Eklund, Gunilla Brita Maria (2014). A research-based teacher education in Finland - a dilemma for the students. Journal of Psychology Research. ISSN 2159-5542. 4(7), p. 567–578. doi: 10.17265/2159-5542/2014.07.005.
Eklund, Gunilla Brita Maria & Hansén, Sven-Erik (2014). Finnish teacher education – challenges and possibilities. . Journal of International Forum of Researchers in Education. ISSN 2349-2708. 1(2).
Eklund, Gunilla Brita Maria (2010). Student teachers’ views of the scientific thesis within teacher education in Finland. . In Eklund, Gunilla Brita Maria & Sjöberg, Jan (Ed.), Att växa till lärare. Åbo Akademi, Pedagogiska fakulteten. p. 11–28.
Eklund, Gunilla Brita Maria; Hansen, Sven-Erik & Sjöberg, Jan (2005). Must know, good to know, nice to know. Kärnstoffsanalys i lärarutbildningar. . Nordic Studies in Education. ISSN 1891-5914. 4, p. 400–412.
Eklund, Gunilla Brita Maria (2000). Finnish students’ approaches to learning in different educational contexts. Estudios Pedagógicos. ISSN 0716-050X. 25, p. 7–20.
Eklund, Gunilla Brita Maria (2000). Student nurses' understanding of caring science. Nurse Education Today. ISSN 0260-6917. 20(2), p. 164–170.
Eklund, Gunilla Brita Maria & Wenestam, Claes-Göran (1999). Students’ approaches to learning in Finnish General Upper Secondary School. . Scandinavian Journal of Educational Research. ISSN 0031-3831. 43(1), p. 5–18.
Eklund, Gunilla Brita Maria (1998). The influence of the educational context on students' conceptions of learning. Higher Education. ISSN 0018-1560. 35, p. 299–316.
Eklund, Gunilla Brita Maria (1997). Studerandes inriktningar vid inlärning inom yrkesutbildning. En undersökning av studerandes inlärningsinriktningar inom ramen för två yrkesutbildningar i Finland. Kasvatus. ISSN 0022-927X. 4, p. 326–337.
Eklund, Gunilla Brita Maria (1997). Students' views of learning in vocational education. Scandinavian Journal of Educational Research. ISSN 0031-3831. 2, p. 179–188.
Eklund, Gunilla Brita Maria (1997). The influence of the educational context on students' conceptions of learning and approaches to learning. British Journal of Educational Psychology. ISSN 0007-0998. 3(67), p. 371–381.
Eklund, Gunilla Brita Maria (1994). Lärarstuderandes uppfattningar av inlärning i ett praktiskt respektive teoretiskt studiemoment i lärarutbildningen. Kasvatus. ISSN 0022-927X. 5, p. 483–491.
Eklund, Gunilla Brita Maria (1994). Lärarstuderandes uppfattningar av inlärning i ett praktiskt respektive teoretiskt studiemoment i lärarutbildningen. Kasvatus. ISSN 0022-927X. 5, p. 483–491.

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Hansen, Sven-Erik; Aspfors, Jessica Marianne; Eklund, Gunilla Brita Maria & Wikman, Tom (2023). Att gestalta vetenskaplig text. Studentlitteratur AB. ISBN 9789144161884. 122 p. Show summary
Boken, Att gestalta vetenskaplig text, är för dig som har för avsikt att skriva en vetenskaplig text. Den handlar om det vetenskapliga hantverket och hur olika delar av en text kan gestaltas. Innehållet bygger på författarnas erfarenheter av att under många år leda grupper och handleda studenter som skriver uppsatser och examensarbeten på olika nivåer. Erfarenheterna visar på behovet av en lättillgänglig bok som kan ge konkret stöd i skrivarbetet. Att gestalta vetenskapliga texter för dig från syftet, presentationen av den teoretiska referensramen, metoden och resultaten till den avslutande diskussionen. Den är lämplig för olika vetenskapsområden och kan användas oberoende av den examen du ska avlägga.

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Eklund, Gunilla Brita Maria (2024). Webinar: Nordic research on teacher education. [Internet]. Knowledge Centre for Education, University of Stavanger.
Aspfors, Jessica Marianne; Eklund, Gunilla Brita Maria & Henriksson, John (2024). Bridging theory and practice – student teachers’ communication of their master’s thesis with a popular scientific approach. Show summary
In previous studies, there is an ambiguity regarding the role of research in teacher education and teachers’ use of research in their profession. Based on this background, an innovation project in Finland was started in 2019. The project focuses on the classic theory-practice challenge and seeks to bridge research and practice with a popular scientific approach. Based on their master’s thesis, student teachers create video pitches and didactic materials aiming at communicating their scientific knowledge in a popular scientific way to teachers and school community. In this presentation, the focus will be on mirroring student teachers’ plans for creating popular scientific material against the expectations of teachers. Following research questions are posed: 1. How do student teachers and teachers perceive the relevance of the popular scientific material based on student teachers’ master theses? 2. How do student teachers’ plans for their popular scientific material meet the expectations of teachers with regards of applicability of the material? The data was gathered by an open-ended questionnaire with 35 student teachers, as well as interviews with 10 primary school teachers. The material was analysed by reflexive thematic analysis. The results indicate that student teachers found it quite straightforward to create popular scientific video pitches based on their master’s theses, while teachers deemed these rel- evant to their own practice. However, student teachers encountered challenges in grasping the task of creating didactic materials, specifically struggling with defining the target audience and the concrete applicability of the materials. Teachers in turn found it challenging to discern the concrete utility in their own practice of the didactic materials. Thus, the popular scientific approach in this innovation project provides one possible way to connect theory and practice in teacher education.
Jegstad, Kirsti Marie; Eklund, Gunilla Brita Maria; Aksland, Charlotte & Mestad, Idar (2023). Norwegian science teacher educators’ views of the master’s thesis within teacher education for primary and lower secondary school. Show summary
This study is part of the Norwegian research project TRELIS (Teachers’ Research Literacy for Science teaching) with the aim to prepare research literate science teachers. Teacher education has a central role in enhancing teachers’ research literacy (Lillejord & Børte, 2016) and within the reformed teacher education, students get insight into research, learn how to use research-based teaching methods and carry out their own research projects including a master’s thesis (Eklund et el., 2022). Teacher educators are key persons in supporting students’ research literacy and in writing their master’s thesis. The aim of this paper is to investigate science teacher educators’ views of the master’s thesis and the supervision process. The research questions more specifically concern teacher educators’ perceptions, role and competence in supervising the master’s theses. Teacher education for primary and lower secondary schools became masters-based in 2017 and the first cohort of students graduated in spring 2022. It is therefore of interest to focus on this group and the supervision of their master’s thesis. In total, 14 teacher educators were interviewed, two from each of the seven institutions offering master’s specialization in science education. All teacher educators had experience of supervising master’s theses, although they represented different educational backgrounds and supervision experiences. The interviews were conducted at zoom and lasted for approximately 30 minutes each. The interviews followed an interview guide consisting of eleven questions focusing on background information of the respondents, the relevance of the master’s thesis, challenges and possibilities related to the master thesis and the supervision process and the supervisors’ competence. The interviews were analyzed inductively, following the six steps of thematic analysis proposed by Braun and Clarke (2006). Preliminary findings show that the teacher educators perceive the supervision process as challenging, especially among those with little experience of supervision in teacher education. They emphasized the importance of good structures and scaffolding for the supervision of the master’s thesis. In addition, some mentioned the opportunity to develop their competence in science education and supervision as crucial. The study has relevance to the discussion in the Nordic countries on research-based teacher education. The focus on teacher educators’ views of the master’s thesis and the supervision process can further contribute to the development of master’s theses within teacher education. References Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Eklund, G., Mestad, I., Aksland, C., & Jegstad , K. M. (2022). Research assignments in teacher education : Norwegian undergraduate student teachers’ experiences of the writing process. Acta Didactica Norden, 16(3). https://doi.org/10.5617/adno.9196. Lillejord, S., & Børte, K. (2016). Partnership in teacher education - a research mapping. European Journal of Teacher Education, 39(5), 550–563.
Eklund, Gunilla Brita Maria; Mestad, Idar; Aksland, Charlotte & Jegstad, Kirsti Marie (2021). Naturfagstudenters erfaringer med og oppfatning av FOU-oppgaven i syklus 1. Show summary
I syklus 1 i grunnskolelærerutdanningen skal studentene skrive en profesjonsrettet FOU- oppgave der de skal formulere og svare på en valgt problemstilling. Denne studien undersøker studentenes erfaringer med å jobbe med FOU-oppgaven og har spesielt sett på hvordan de opplever å arbeide med oppgaven, hva de lærer av oppgaven og om hva de mener om relevansen til oppgaven.  Dette er en kvalitativ studie der 57 studenter fra to lærerutdanningsinstitusjoner har skrevet korte tekster før, under og etter skriveprosessen der de skal reflektere over opplevelse, læringsutbytte og relevans. Studentenes refleksjoner er analysert induktivt.  Ifølge studien opplever studentene skriveprosessen som utfordrende og arbeidskrevende men samtidig spennende, lærerik og interessant. Studentene uttrykker denne blandede opplevelsen ofte i samme setning, noe som indikerer at de vurderer utfordringer som positivt. Studentene ser på utvikling av forskningskompetanse og forberedelse til masteroppgaven som sentrale læringsmål. De ser på oppgaven som relevant både i forhold til masteroppgaven og fremtidig lærerprofesjon.  Studentenes erfaringer med FOU-oppgaven kan bidra til bedre forståelse for studentens syn på forskningsbaserte aktiviteter, og er derfor relevant i diskusjoner rundt utvikling av ny grunnskolelærerutdanningen. 
Henriksson, John; Eklund, Gunilla Brita Maria & Aspfors, Jessica Marianne (2021). Student Teachers’ Communication of Their Master’s Theses in a Popular Scientific Way – An action research study .
Eklund, Gunilla Brita Maria; Mestad, Idar; Aksland, Charlotte & Jegstad, Kirsti Marie (2021). Student teachers' experiences of writing research assignments – challenging and inspiring . Show summary
This study is part of the Norwegian research project, TRELIS (Teachers’ Research Literacy for Science teaching), aiming at preparing research literate science teachers who are able to integrate research-based knowledge with classroom experience to develop rich science learning opportunities for pupils. Teacher education has a vital role in enhancing teachers’ research literacy. Within the reformed Norwegian teacher education, a central aim is to strengthen students’ research competence. Students shall get insight into research, learn how to use research-based teaching methods and carry out their own research projects including a research and development (R&D) assignment, and a master’s thesis. This study focuses on student teachers’ experiences of working with their R&D assignments, specifically focusing on how they experience the work, what they learn and how they find the relevance of the assignment. The study has a qualitative approach and students’ experiences of working with their R&D assignments are presented. Students (n = 57) at bachelor’s level at two Norwegian teacher education institutions are chosen as informants; they write short essays before, under, and after they have written their R&D assignments. The essays consist of three main themes and are analysed in an inductive way. According to the results, the students have positive expectations to their R&D assignment, although many of them find the task overwhelming. They approach the task with mixed feelings; they expect it to be instructive, joyful and exciting but also challenging and stressful. However, the students perceive the stressful part of the task as contributing in their learning process. They view developing research competence and preparation to write a master’s thesis as the main learning objective. When they are asked about the relevance of the assignment, the students view it as a preparation for both writing the master’s thesis and their future teacher profession. The study has relevance to the discussion in the Nordic countries on the development of teacher education in direction to a research- and development-based approach. The focus on student teachers’ experiences of their R&D assignment can further contribute to an increased understanding of students’ views on research-based activities in teacher education.
Aalbergsjø, Siv Gundrosen; Eklund, Gunilla Brita Maria & Henriksen, Ellen Karoline (2021). Science teacher educators' ideas about research-based science teacher education.
Bendtsen, Marina; Eklund, Gunilla Brita Maria; Forsman, Liselott & Pörn, Michaela (2019). Student teachers’ experiences of action research-based projects: Two cases within initial teacher education in Finland.
Pajchel, Katarina; Jegstad, Kirsti Marie; Eklund, Gunilla Brita Maria; Aalbergsjø, Siv Gundrosen & Sollid, Per Øyvind Dokken (2019). Practice teachers’ views and experiences of research-based science teacher education – a case within initial teacher education in Norway.
Eklund, Gunilla Brita Maria; Haagensen, Jenny & Aspfors, Jessica (2019). Newly qualified teachers’ perceptions of their relational competence.
Eklund, Gunilla Brita Maria (2019). Student teachers’ experiences of writing their master’s theses as action research based projects.
Eklund, Gunilla Brita Maria (2018). Supervision of Master’s thesis within Finnish teacher education – challenges and opportunities.
Eklund, Gunilla Brita Maria (2018). Master’s thesis in teacher education: experiences from a Finnish case. .
Jakhelln, Rachel Elise; Eklund, Gunilla Brita Maria; Aspfors, Jessica ; Bjørndal, Kristin Emilie W & Stølen, Gerd (2018). Newly qualified teachers’ understanding of research-based teacher education in Finland and Norway.
Eklund, Gunilla Brita Maria & Aspfors, Jessica (2017). Early career teachers’ experiences of professional knowledge from the research-based teacher education in Finland.
Aspfors, Jessica & Eklund, Gunilla Brita Maria (2017). Student teachers’ experiences of research-based teacher education in Finland.
Aspfors, Jessica & Eklund, Gunilla Brita Maria (2016). Newly qualified teachers' experiences of the research-based teacher education in Finland.
Eklund, Gunilla Brita Maria (2015). A Research-oriented teacher Education in Finland – Challenges and Opportunities.
Eklund, Gunilla Brita Maria (2014). A research-based teacher education in Finland - a dilemma for the students.
Eklund, Gunilla Brita Maria & Nyberg, Rainer (2012). Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar . In Nyberg, Rainer & Tidström, Annika (Ed.), Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar. Studentlitteratur AB. ISSN 978-91-44-07775-8. p. 293–312.
Eklund, Gunilla Brita Maria & Nyberg, Rainer (2012). Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar. In Nyberg, Rainer & Tidström, Annika (Ed.), Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar. Studentlitteratur AB. ISSN 978-91-44-07775-8. p. 271–292.
Eklund, Gunilla Brita Maria (2012). Student teachers’ views of research and science within teacher education in Finland. .
Eklund, Gunilla Brita Maria (2009). Student teachers’ views of the scientific thesis within teacher education in Finland. .
Eklund, Gunilla Brita Maria (2007). Student teachers' ideas of writing a scientific thesis within teacher education in Finland. .
Eklund, Gunilla Brita Maria (2006). Student teachers' ideas of writing a scientific thesis within teacher education in Finland.
Eklund, Gunilla Brita Maria; Hansen, Sven-Erik & Sjöberg, Jan (2005). Must know, good to know, nice to know - A core content analysis of Pedagogy in Teacher Education. .
Eklund, Gunilla Brita Maria & Sjöberg, Jan (2010). Att växa till lärare. Åbo Akademi, Pedagogiska fakulteten.
Bjerknes, Ellen; Svejgaard, Karin; Waage, Jan Fredrik & Eklund-Myrskog (red., Gunilla (1999). Individers inläring i ett yrkespedagogiskt perspektiv : Nordisk yrkespedagogisk nättverk : FoU samarbete 1997-1998 : sluttrapport. Vasa.
Waage, Jan Fredrik; Eklund-Myrskog, Gunilla & Liljefelt, Owe (1997). Personers læring i yrkesfaglige sammenhenger : drøftinger og empiriske arbeider fra en arbeidsgruppe. Høgskulen på Vestlandet. Show summary
Arbeidsgruppen inngår i Nordisk yrkespedagogisk FOU-samarbeid 1995199 6. Samarbeidet har bakgrunn i en handlingsplan godkjent av Nordisk mi nisterråd, april 1995, og er gjort mulig gjennom bevilgninger fra råd et. Tre kapitler i rapporten er skrevet av J.F.Waage: Personers lærin g i yrkesfaglige sammenhenger : felles teoretisk ramme (s.3-13); Etab lering av mening og kunnskap ved observasjon : bidrag til en didaktik k som omfatter praksisforankret læring (s.30-50); Kjennskap til arbei dsmiljø og opplevelse av trygghet : om omstillingen fra allmenn fagli g skolegang til praksis (s.51-67).
Eklund, Gunilla Brita Maria (1996). Students’ ideas of learning. Conceptions, approaches, and outcomes in different educational contexts. Åbo Akademi University Press. ISSN 952-9616-68-6.
Eklund, Gunilla Brita Maria (1993). Tankar om inlärning. En studie av lärarstuderandes uppfattningar av inlärning i relation till olika kontexter inom lärarutbildningen. . Åbo Akademi University Press. ISSN 951-650-302-0.

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Published Apr. 16, 2024 11:21 AM - Last modified May 13, 2024 3:40 PM