Doctoral programme of School, Education, Society and Culture (SEDUCE)

1 Doctoral programme of School, Education, Society and Culture (SEDUCE) 1. BASIC INFORMATION 1.1. Name of Doctoral programme Doctoral Program of School, Education, Society and Culture (SEDUCE) Koulun, kasvatuksen, yhteiskunnan ja kulttuurin tohtoriohjelma (SEDUCE) The aim of the Doctoral Programme of School, Education, Society and Culture (SEDUCE) is to provide PhD candidates with an in-depth knowledge on research-based teaching and learning. The programme is multidisciplinary including graduates from early education to adult education, home economics, craft studies, and special education. The potential doctoral candidates include national and international students with adequite Master Degree. The Programme also invites school and higher education leaders, reformers, policymakers, and teachers who are interested in learning theories and research methods to meet the challenges of practice, particularly those related to equity and social justice in education. 1.2. Graduate School: Doctoral School of Humanities and Social Sciences 1.3. Faculty: Faculty of Behavioural Sciences Contact persons: Professor Kirsi Tirri, Research Director, Department of Teacher Education, P.O. Box 9 (Siltavuorenpenger 5 A), 00014 University of Helsinki, tel. 050 3182182, kirsi.tirri@helsinki.fi Research and Postgraduate Doctoral Studies Officer, Marjut Savolainen, Faculty of Behavioural Sciences, P.O. Box 9 (Siltavuorenpenger 5 A), 00014 University of Helsinki, tel. 09 191 20513, marjut.savolainen@helsinki.fi 2. THE STRUCTURE OF THE DOCTORAL PROGRAMME 2.1. The organization of the programme Department of Teacher Education, Institute of Behavioural Sciences, Faculty of Behavioural Sciences Home Base of Doctoral programme: Department of Teacher Education National and International networks of doctoral programme Doctoral Programme of School, Education, Society and Culture is well-integrated with other doctoral programmes at the Doctoral School of Humanities and Social Sciences and with the other Doctoral Schools at the University of Helsinki. It networks nationally and internationally with research-intensive universities and institutes. The synergy provided by the diverse Doctoral Schools and by the national and international networks will benefit the Doctoral Programme of School, Education, Society and Culture at every level and stage of doctoral training. Previous networks of national doctoral programmes include FIDPEL (KASVA) graduate school since 1995 and OPMON (Doctoral Programme for Multidisciplinary Research on Learning Environments) since 2002. We have co-operated with the Graduate School for Family Studies and Langnet Doctoral programme. SEDUCE will be the independent doctoral programme that continues close collaboration with FIDPEL (KASVA) and OPMON and the others. The research communities within SEDUCE already have experience of organizing international doctoral courses, especially in the Nordic contexts, with NorFa resources. In the future, the Nordic Centre of Excellence Justice through Education (2013-2017) (NoCe, see 3) will provide more systematic Nordic doctoral training and possibilities for mobility.

2 2.2. Supervisors of the Doctoral Programme Altogether there are 64 professors and Principle Investigators (PI), note the attached file, please. 2.3. Quality of the Doctoral Programme and Research Environment Doctoral programme facilitates the research work and doctoral training conducted within the multidisciplinary research communities (RC) at the Faculty of Behavioural Sciences. At the Department of Teacher Education the research is focused on two main areas: Education, society and culture and Learning and interaction. Our international publications, external funding and doctoral and postdoctoral research at the Department of Teacher Education are focused on these two main research fields. Within the last three years the quality of research has increased in RC. The number of peer-reviewed publications, especially articles in journals, has risen at the Department of Teacher Education (Figure 1.) and we rank number one in the amount of international referee publications in education in Finland. We have close co-operation with the researchers in education within the Institute of Behavioural Sciences. According to QS World University Rankings research on Education at the University of Helsinki was ranked no. 33 in the world list in education in 2013. Figure 1. Number of publication from 2010-2012 Figure 2. External funding 2010-2012 During the last three years the Department of Teacher Education has rapidly increased research funding from the 7th Framework, Academy of Finland, Tekes and Nordforsk fundings (Figure 2.). Many of these projects are multidisciplinary, for example, we have two research projects funded by the Human Mind research programme. We have 10 EU-funded projects and several TEKES funded projects. During the years 2005 2013, the research community Education, Society and Culture (ESC) from the Institute of Behavioural Sciences has accumulated an approximate total funding of almost 12 million. However, the largest single funding ( 3.3m) is for the Nordic Centre of Excellence 2013 2018 from NordForsk. In both departments there are funding from various different foundations, for example, City of Helsinki and Ministry of Education. Four research communities within SEDUCE participated in the international evaluation 2011 and received outstanding evaluations: KUFE research community (Lahelma) achieved excellent evaluation (19/25) in the category 1 and SOCE-DGI (Simola) first-rate (21/25) in category 2. Both received very positive evaluations of their doctoral education. RCMSER research community (Lavonen) achieved excellent evaluation (20/25 ) in the category 3. CEA (Hautamäki) received exceptional evaluation (19/25) in category 5.

3 2.4. Doctoral students: There are approximately 243 doctoral students present. 2.5. Doctoral degrees: There are 14 doctoral degrees expected to be complete annually. 2.6. The amount of doctoral students funded by the University of Helsinki SEDUCE apply funding for 14 doctoral students for the period 2014-2017. There are admitted positions for the doctoral programme by the Academy of Finland: 2014: six positions and 57 funded months 2015: five positions and 54,75 funded months 3. Description of the doctoral programme 3.1. General description: the theme, strengths and focus area Discipline: Education University focus area: The thinking and learning human being and social justice SEDUCE has the following main focus areas for research: Finnish schooling and education as a focus area includes multidisciplinary research on the political, historical and social formation of the Finnish schooling and educational system. The research looks at education, schooling and learning as situated and contextualized encompassing all stages and areas from early childhood, comprehensive schooling, higher education, adult education, work related schooling to old age learning. We acknowledge that all learning is influenced by societal and cultural factors. Central focus is on the effects of education on learning, how to learn as well as on comprehensive research on teaching and teacher education. We also ask what knowledge is valued and made legitimate in schooling and education and how knowledge is managed and governed. We understand the importance of theoretical and empirical research on power in a range of contexts and scales such as the practices and discourses of the classroom, the dynamics of transnational politics, policy-making and governance in the Finnish school system. Education in Finland as a welfare state is studied also in comparative and cross-cultural perspectives. School Pedagogy emphasizes the development of educational practices and explores such research themes as the significance of general and subject didactics in learning and teaching. Teachers' knowledge and the scientific basis of the teaching subject are one important research area in general and subject didactics, and research on didactics also explores curricula and learning material. Our research investigates the topics of pedagogical thinking, learning how to learn and the ethical issues of learning. Furthermore, the research concentrates on the interactive issues associated with teaching and learning. In addition to K-12 research, educational practices are studied in multiple contexts such as vocational and higher education, adult learning centers and work places. Encountering diversities, social justice and equality involves multi-layered research on politics, cultures and practices related to formal and informal education from early childhood to adult education. Globalization, marginalization, multicultural competence, intercultural communication and interculturalism are central topics. The theme of confronting societal differences involves research acknowledging age, gender, ethnicity, social class, religion, disabilities and sexual orientation as well as how differences are created and challenged via education. The programme strives for a deeper understanding of how politics and practices related to educational activities can better support children, youth and adults living in the context of multidimensional inequality, marginalization, social exclusion, learning difficulties, discrimination, unemployment, poverty and crime.

4 Ethics of education focuses on a sustainable future including issues related to active citizenship, global education and education in sustainable development as well as issues related to equality and gender sensitivity in education. Studies on moral sensitivity and the spiritual questions of children and adolescents are also studied. Culture, art and everyday practices stress the importance of art, culture and creativity in teaching, learning and daily activities. Innovative learning environments include not only technological, but also social and educational innovations. The research entails the idea of the ubiquity of learning and involves the study of both formal and informal learning. Research on technology-supported collaborative learning as well as epistemic agency in various contexts and age groups are investigated. Challenges of learning and overcoming them are related to social and psychological wellbeing. The pedagogy of wellbeing is related to the promotion of wellbeing in various learning environments from early childhood education to the university level. Skills development and learning difficulties are important research topics in this context. 3.2. Significance to doctoral education Doctoral Programme of School, Education, Society and Culture (SEDUCE) operates in an interdisciplinary research field, which has developed internationally as well as locally during the last 40 years towards an academic field with its own research journals, research training and scientific conferences. Most of the supervisors of the SEDUCE are working in teacher education and, therefore, the research and research education, focuses also on the themes concerning teaching and learning at school. The researchers aim to maintain and further develop the basis for research-based teacher education. 3.3. Function of the doctoral programme The SEDUCE brings together multidisciplinary researches to form a pool of supervisors for training experts in the field of the SEDUCE. There are five ways to uphold the quality of the supervision, research and collaboration within the SEDUCE: (i) Recruitment and selection of doctoral candidates: In the selection of doctoral candidates for doctoral training, general rules of the University of Helsinki will be followed. Selection is based on inter alia, research proposal and personal study plan (PSP). The doctoral candidates are selected by the board of the SEDUCE. (ii) Supervision of doctoral candidates: Each doctoral candidate has a first supervisor representing the discipline that is responsible for candidate s studies (professor or docent, responsible for the candidate s studies) and one to two other supervisors. The educational environment comprises of research groups with international profiles and researcher contacts. The supervisors publish together with doctoral candidates in international journals and books. (III)Good practices, research group collaboration, courses and quality assurance in doctoral training: In the research groups of the SEDUCE, doctoral training is conceived as an integral part of the research carried out in the group. Consequently, the doctoral training, supervision and guidance take place within the day-to-day work on research. This mode of doctoral instruction is felt suitable for small research groups sharing interests and close collaboration. The doctoral candidates are integrated into the research collaboration, research networks and research communities already from the beginning of their academic careers. The doctoral candidates are also coached to communicate about their research in international conferences and publications. This helps to maintain good quality standards of scientific communication, enables professional peer-to-peer feedback of research results and methods, and in a very natural way helps doctoral candidates to get acquainted with professional means of communication already during their doctoral studies. (iv)training courses: An important part of the doctoral training in SEDUCE is organized through research projects and in joint activities, like courses in research methodology and scientific

5 writing. International collaboration will be important for doctoral candidates and researchers in SEDUCE. Doctoral candidates and senior researchers will actively participate in international conferences like the European Association on Learning and Instruction (EARLI,) the International Group for the Psychology of Mathematics Education (PME), the International Congress on Mathematical Education (ICME), the National Association for Research in Science Teaching (NARST), The European Conference on Educational Research (ECER), Northeastern Educational Research Association (NERA), the American Educational Research Association (AERA), and the European Science Education Research Association (ESERA). Long term collaboration with the international graduate school and other institutes, universities will be organized. PhD courses will be organized at the faculty level and in Nordic co-operation. (v)assuring good career perspectives for the doctoral candidates /new doctorates: The doctoral training aims at supporting doctoral candidates in acquiring wide-range research knowledge and skills in addition to concentrating on the specific research area: doctoral candidates are to become experts, autonomous researchers in the future. Organizing PhD training and ensuring its quality is a challenge due to various expertizes needed in supervision. There is a challenge to support the number of PhD project topics. The fruitful solution to guarantee the high quality of research is to follow the established standards of international research communities in the field, for example, through peer-review procedures as widely as possible. The challenges in maintaining and developing the quality of doctoral training are: 1. Amount of doctoral candidates working on their degree part-time along with the daily work. 2. Finding a common basis and themes for the courses. 3. Integrating the research interests of the research groups and individual doctoral candidates in order to create a basis for fruitful cooperation and supervision. 4. The consolidation of various traditions of doctoral training at university departments. 5. To keep on developing the recruitment of doctoral candidates in order to guarantee the quality of doctoral candidates. 3.4. The courses in the programme Building on the existing doctoral seminars, the PhD-research seminar will be held regularly providing a lively, supportive and encouraging forum involving PhD-students in collaboration with postdocs. The doctoral program represents a research-based and collective model of doctoral education. The doctoral programme organises both domain specific studies, studies focusing on research skills as well as studies focusing on learning of generic skills, e.g. academic writing, communication, pedagogical skills as well as project management and leadership. The PhD students studies are planned in line with students PhD projects and they focus on supporting its progress. The studies within the doctoral program are based on students personal study plans that are regularly updated together with supervisors. Note the link to the doctoral courses organized by the Faculty of Behavioural Sciences, please: https://weboodi.helsinki.fi/hy/vl_kehys.jsp?md5avain=&kieli=1&org=1000000939&vl_tila=1&opas=3205. 3.5. Support for doctoral students Development and promotion of critical thinking in teaching, learning and research practices in the Academia is supported by arranging international workshops and seminars for PhD-students asking what conditions foster critical thinking and how critical thinking can be put into work. The PIs in this program have extensive research funding, which provides opportunities for conducting funded research for many doctoral students. Working in research groups together with others working on similar topics ties the students more closely to the research group and the continuous feedback helps students progress with their dissertations.

6 3.6. Commitment and community The doctoral programme collects continuous feedback from PhD students both by qualitative questionnaires and longitudinal surveys to get information about the proceeding of PhD student s studies. Based on this research-based information, the supervision practices and structures within the doctoral programme are continuously developed. The doctoral programme uses modern, collective pedagogical practices and thus aims to support the PhD students learning to become scholars and professional researchers. High-quality PhD education and research require well-functioning research groups and multilevel networking of researchers within and between the domains. The doctoral program encourages especially the new supervisors to take an academic supervising course (5 credits) offered by The Center for Research and Development of Higher Education in order to provide high quality mentoring to doctoral students. The strength of the program is in its collective and democratic tradition in supervision, for example the doctoral students take part in doctoral seminars organized by both students and supervisors. Students are encouraged to form smaller flexible study groups, for example reading groups on central theoretical or methodological texts. Peer tutoring is a central method, fostering a culture of collaborative research and writing. These practices provide regular possibilities to discuss and present research and receive feedback. Students read each others manuscripts in different stages of the writing process. Moreover, funding applications are produced collectively, equipping students with tacit knowledge of academic work. This helps with the first steps towards becoming a postdoc researcher. Doctoral students also participate in the teaching and some administrative work of the department, often acting as second advisors for MA theses, thus promoting their integration into the department. 3.7. International co-operation and mobility The programme is quintessentially international with a history of sending students abroad during their studies. The partners of the doctoral programme has a long tradition of having an annual high-quality international conference, in which the doctoral students have the opportunity to participate, network with national and international experts, and feel as members of the research community. SEDUCE provides annual international summer schools and bi-annual conferences arranged, for example, by NoCe where students can apply to participate for free. NoCe will have numerous visiting senior and juniors scholars. Students are encouraged to take courses and work for shorter periods of time at the NoCe partner universities. We are also encouraging students to participate in other NordForsk and European Education Research Association (EERA) summer schools. SEDUCE also networks with The Nordic Research Network and The Effects of a Therapeutic Ethos in Educational Settings. In addition, our program has many other visiting scholars every year. We are offering several graduate courses in English. 3.8. Local, national and international collaboration We will continue the good collaboration with our national and international networks. We will collaborate with the doctoral program provided by the NoCe. FIDPEL will continue as a national network as well as OPMON with contacts to every university with education/teacher education as a subject, giving possibilities for students of SEDUCE to build contacts nationwide. Professor Holm is the co-director of the doctoral school of Education and Leadership in a Culturally Diverse Society (ELCDS), in collaboration with Åbo Akademi University, currently with 8 students. The collaboration will continue for another three years. SEDECE will work in close cooperation with doctoral programmes such as Doctoral Programme of Psychology, Learning and Communication (PSYCo), and with programmes titled in Finnish, Luonnontieteiden ja Matematiikan tohtoriohjelma, Sosiaalitieteiden tohtoriohjelma, Kielentutkimuksen tohtoriohjelma, Sukupuoli, kulttuuri ja yhteiskuntaohjelma (SKY), Historian ja kulttuuriperinnön tohtoriohjelma, Poliittisten ja yhteiskunnallisten ja alueellisten muutosten tohtoriohjelma and DENVI Ympäristönalan tieteidenvälinen tohtoriohjelma. SEDUCE continues research collaborations and cross supervising

with the Faculty of Theology. It is worth noticing that SEDUCE collaborates in subject didactics across the faculty borders in forms of co-supervising when appropriate. CICERO Learning at the Faculty of Behavioural Sciences and SEDUCE will have prospective collaboration in the near future. Additionally, FINNABLE, which is coordinated by the CICERO and SEDUCE have valued network projects together. 7

8 Supervisors of the Doctoral Programme Professors and Principal Investigators (PI) of the Doctoral programme of School, Education, Society and Culture (SEDUCE) (totally 64) Aunio Pirjo yliopistonlehtori, dosentti OKL erityispedagogiikka Brattico Elvira yliopistotutkija, dosentti IBS psykologia Brunila Kristiina tutkijatohtori, dosentti IBS kasvatustiede Byman Reijo yliopistonlehtori, dosentti OKL kasvatustiede Cantell Hannele yliopistonlehtori, dosentti OKL kasvatustiede Dervin Fred professori OKL kasvatustiede Hannula Markku professori OKL kasvatustiede Harjanne Pirjo yliopistonlehtori, dosentti OKL kasvatustiede Hautamäki Jarkko professori OKL erityispedagogiikka Hildén Raili yliopistonlehtori, dosentti OKL kasvatustiede Hintsanen Mirka yliopistonlehtori (ma.), dosentti IBS psykologia Holm Gunilla professori IBS pedagogik Huotilainen Minna tutkimusjohtaja, dosentti IBS musiikkikasvatus Hotulainen Risto yliopistolehtori, dosentti OKL kasvatustiede Ilomäki Liisa yliopistotutkija IBS kasvatustiede Jahnukainen Markku professori OKL erityispedagogiikka Juuti Kalle yliopistonlehtori, dosentti OKL kasvatustiede Jyrhämä Riitta yliopistonlehtori, dosentti OKL kasvatustiede Järvinen Heini-Marja professori OKL kasvatustiede Kallioniemi Arto professori OKL kasvatustiede Karlsson Liisa tutkijatohtori, dosentti OKL kasvatuspsykologia Kantasalmi Kari tutkimusasioiden päällikkö TDK kasvatustiede Kontu Elina yliopistonlehtori OKL erityispedagogiikka Korvela Pirjo yliopistonlehtori OKL kotitaloustiede Koskennurmi-Sivonen Ritva yliopistonlehtori OKL käsityötiede Krokfors Leena professori OKL kasvatustiede Kujala Teija professori IBS psykologia Kynäslahti Heikki yliopistonlehtori, dosentti OKL kasvatustiede Laakso Minna yliopistonlehtori, dosentti IBS logopedia Lahelma Elina professori IBS kasvatustiede Lappalainen Sirpa yliopistotutkija, dosentti IBS kasvatustiede Lavonen Jari professori OKL kasvatustiede Lipponen Lasse professori OKL kasvatustiede Lonka Kirsti professori OKL kasvatuspsykologia Löfström Jan yliopistonlehtori, dosentti OKL kasvatustiede Mäkelä Johanna professori OKL ruokakulttuuri Niemi Hannele professori IBS kasvatustiede Ojala Mikko professori emeritus OKL kasvatustiede Palmu Tarja yliopistotutkija, dosentti IBS kasvatustiede Palojoki Päivi professori OKL kasvatustiede Penttinen Esa yliopistonlehtori, dosentti OKL kasvatustiede Rantala Jukka professori OKL kasvatustiede

9 Ruismäki Heikki professori OKL kasvatustiede Räisänen Riikka yliopistonlehtori, dosentti OKL käsityötiede Sajaniemi Nina yliopistonlehtori OKL kasvatustiede Salmi Hannu professori OKL kasvatustiede Salminen Jari yliopistonlehtori, dosentti OKL kasvatustiede Salo Ulla-Maija yliopistonlehtori, dosentti OKL kasvatustiede Salo-Mattila Kirsti lehtori, dosentti OKL käsityötiede Seitamaa-Hakkarainen Pirita professori OKL käsityötiede Simola Hannu professori IBS kasvatustiede Syrjäläinen Erja professori OKL kasvatustiede Tainio Liisa professori OKL kasvatustiede Takala Marjatta yliopistonlehtori, dosentti OKL erityispedagogiikka Tani Sirpa professori OKL kasvatustiede Tella Seppo professori emeritus OKL kasvatustiede Tervaniemi Mari professori IBS psykologia Tirri Kirsi professori OKL kasvatustiede Toom Auli yliopistonlehtori, dosentti TDK kasvatustiede Turkki Kaija professori OKL kotitaloustiede Uitto Anna yliopistonlehtori, dosentti OKL kasvatustiede Varjo Janne tutkijatohtori, dosentti IBS kasvatustiede Verkasalo Markku yliopistonlehtori, dosentti IBS psykologia Åhlberg Mauri professori emeritus OKL kasvatustiede