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Daily Overview |
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10 SES 15 C: Writing, Learning Processes, and Pedagogical Conceptualization / Well-being, Inclusion, and Educational Contexts
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10. Teacher Education Research
Paper Challenging Theories and Complex Learning: Examining Student Teachers’ Evolving Learning Conceptions and Theoretical Conceptualization of Learning during a Study Unit Tampere University, Finland Presenting Author:This study analyzed pre-service teachers’ learning conceptions, changes in these during a study unit and the ways in which they theoretically conceptualized learning. The data (N= 79), texts reflecting learning, were gathered at the beginning and at the end of a pedagogical studies’ study unit at a Finnish university. The research questions were 1) what kinds of learning conceptions do student teachers hold, 2) how student teachers theoretically conceptualize their understanding of learning 3) to what extent, and in what ways, do student teachers’ learning conceptions change over the duration of a study unit focused on examining learning. University students’ conceptions of learning, together with their epistemic profiles, have been associated with academic achievement (Lonka, Ketonen, & Vermunt, 2021) and their views on the nature of knowledge (Lonka et al., 2008). In teacher education, examining conceptions of learning is particularly significant, as previous studies have shown that teachers’ beliefs about learning and the nature of knowledge shape their pedagogical decisions (Lammassaari et al., 2021; Rozhenkova et al., 2023). Students’ conceptions of learning have also been described as intertwined with various dimensions of self-regulated learning (Tarchi et al., 2024). The prior research on university students’ conceptions of learning revealed gender differences in these (Mahanesh, 2018; Vezzani et al., 2018) and differences in relation to the students’ fields of study (e.g. Lonka et al., 2021). In previous research ( e.g. Bahçivan, 2014; Lonka et al., 2021; Mahanes, 2018¸ Paakkari, Tynjälä & Kangas, 2011), the following categories of conceptions of learning has been identified: 1.learning as the direct acquisition and reproduction of knowledge; 2. learning as the practical application of knowledge; 3. learning as understanding and the personal construction of knowledge; 4. learning as a transformation of personal thinking; 5. learning as personal growth, and 6. learning as the collaborative construction of knowledge. Although comparisons have been made, for example, between students at the beginning and at the end of their university studies (Huang, Li, & Tsai, 2022), previous research on university students’—and particularly student teachers’—conceptions of learning has typically focused on examining students’ views at a single point in time. Studies have seldom investigated how the conceptions of the same students may change, for instance over the course of one study unit or a longer period. While university teaching generally emphasizes learning to analyze phenomena from theoretical perspectives, pre-service teachers’ conceptions of learning have usually been examined without connecting them to theoretical frameworks of learning. However, theoretically structuring learning and teaching, and critically reflecting on one’s own beliefs, are often key components of university-level teacher education. This study aims to address these gaps in earlier research by examining potential changes in student teachers’ conceptions of learning during a study unit that approaches learning from various theoretical perspectives. While theory-practice gap has often been identified as a challenge in teacher education both in European countries and internationally, there have been only a few studies on student teachers’ theory learning (Yan & He, 2021). Yet the ways in which teachers understand theories and conceptualize knowledge, affect how they select and present knowledge and theories to their students and what kinds of pedagogical practices they apply (Sing, Allen & Rowan, 2018). Regarding university students, Lonka, Ketonen and Vermunt (2021) showed that conceptions of learning and epistemic profiles were linked with students’ learning and achievement in higher education. The study by Mahanesh (2018) showed that the student teachers who hold the idea of certainty of knowledge were often dependent on teacher expertise and showed more traditional, teacher-centred conceptions of teaching and learning. Methodology, Methods, Research Instruments or Sources Used The data consisted of 79 texts in which student teachers reflected on their understanding of learning. The first text was written at the beginning of a study unit and the second at its end. The data were collected at one Finnish university from 40 students studying to become secondary school teachers. Participation in the research was voluntary: students provided informed consent for their texts to be used as data. The full dataset comprised approximately 35,000 words. Both texts were obtained from 37 students, and only the first text from two students, and only the second text from three students. Because the second text was a mandatory, assessed assignment within the study unit, an official request was submitted to the university to use these as research data. Students were informed about the aims of the study, processing and handling the data and the voluntary nature of participation. Their decision to participate did not influence their assessment. The researcher who was mainly responsible for the analysis was not the course teacher. The teacher of the study unit introduced the study to the students, collected and anonymized the texts. In the first text, students were asked to reflect on the meaning of learning and on how people learn. In the second text, they were asked to discuss learning and teaching by applying concepts and theoretical perspectives covered during the study unit. They were also instructed to reread their first text and consider whether their conceptions had remained stable or changed, and in what ways. In addition, they were asked to reflect on which theoretical perspectives they might apply in their future teaching. Before analysis, all texts were read to gain an overall understanding of the data. A qualitative, abductive analytical approach was employed (Vila Henninger et al., 2022; Timmermans & Tavory, 2012), combining theory driven coding with themes emerging from the data. First, a deductive coding frame based on six learning conception categories identified in earlier research was developed and tested on a subset of the data. Following the methodological guidelines of Vila Henninger et al. (2022) and Timmermans and Tavory (2012), additional data driven themes related to conceptualizations of learning and theoretical understanding were also identified. To examine potential changes in students’ learning conceptions, both texts were analyzed together for those students who had provided both. Conclusions, Expected Outcomes or Findings The analysis of teacher students’ conceptions of learning shows that the most common view was learning as understanding and the personal construction of knowledge (20 students), followed by learning as the direct acquisition and reproduction of knowledge (17 students). These two conceptions were frequently accompanied by the idea of learning as the practical application of knowledge. In contrast, the conceptions of learning as personal growth and as the collaborative construction of knowledge were expressed far less often (five students each), although students often acknowledged the importance of collaboration and joint discussions for their own learning during the study unit. Most students reported that their understanding of learning had broadened during the study unit, and this was partly reflected in their written work, where some were able to incorporate theoretical concepts into their reflections. However, students who felt that their views had not changed tended to reproduce the same initial ideas and showed limited ability to apply theoretical perspectives. Only a small number of students demonstrated a capacity for critical analysis of how their conceptions evolved during the study unit, drawing on several theoretical perspectives to support their reasoning. The findings indicate that many teacher students struggled to differentiate between learning theories or to understand the nature of scientific theories more broadly. Learning theories were often interpreted instrumentally as teaching methods, and students commonly suggested that different theories are suitable for specific subjects, groups, or should be matched with individuals’ learning styles. Several students also proposed combining various learning theories in teaching, for example by integrating behaviorist and constructivist perspectives. These interpretations suggest that the students had not fully grasped the fundamental differences between the theories. The findings indicate that teacher education could place particular emphasis on developing students’ understanding of the purpose of theories and the distinctions between them. References Bahçivan, E. (2014). Investigating coherence between preservice science teachers’ conceptions of learning and teaching science: A phenomenographic study. Ahi Evran Unıversity Jouurnal of Kırşehir Education Faculty, 15(3), 147-166. Mahanesh, A. M. (2018) Investigation of the relationship between teaching and learning conceptions and epistemological beliefs among student teachers from Hashemite University in Jordan, European Journal of Contemporary Education 7 (3), pp. 531-540. https://doi.org/10.13187/ejced.2018.3.531 Lammassaari, H., Hietajärvi, L., Lonka, K., Chen, S. & Tsai, C.C. (2021) Teachers’ epistemic beliefs and reported practices in two cultural contexts, Educational Studies, DOI: 10.1080/03055698.2021.2000369 Lonka, K., Sharafi, P., Karlgren, K., Masiello, I., Nieminen, J., Birgegård, G. & Josephson, A. (2008). MED NORD – A tool for measuring medical students’ well-being and study orientations. Medical Teacher 30, pp. 72-79. DOI 10.1080/01421590701769555 Lonka, K., Ketonen, E. & Vermunt, J.D. ( 2021). University students’ epistemic profiles, conceptions of learning, and academic performance. Higher Education 81, 775–793. https://doi.org/10.1007/s10734-020-00575-6 Paakkari, L., Tynjälä P., & Kannas, L. (2011). Critical aspects of student teachers’ conceptions of learning. Learning and Instruction, 21 (6), 705-714. https://doi.org/10.1016/j.learninstruc.2011.03.003 Rozhenkova, V., Snow, L., Sato, B. K., Lo, S. M., & Buswell, N. T. (2023). Limited or complete? teaching and learning conceptions and instructional environments fostered by STEM teaching versus research faculty. International Journal of STEM Education, 10(1), 51. https://doi.org/10.1186/s40594-023-00440-9 Singh, P., Allen, J., & Rowan, L. (2018). Editorial: theory – practice dialogues in teacher education. Asia-Pacific Journal of Teacher Education, 46(3), 217–220. https://doi.org/10.1080/1359866X.2018.1472868 Tarchi, C., Vettori, G., Lodge, J. M., & Broadbent, J. (2024). Validation study of the Italian version of the Self-regulation for Learning Online (SRL-O) questionnaire in university students. BPA - Applied Psychology Bulletin, 299, 49–61. https://doi.org/10.26387/bpa.2024.00004 Timmermans, S., & Tavory, I. (2012). Theory Construction in Qualitative Research: From Grounded Theory to Abductive Analysis. Sociological Theory, 30(3), 167-186. https://doi.org/10.1177/0735275112457914 Vettori, G., Vezzani, C., Bigozzi, L. & Pinto, G. (2020) Cluster profiles of university students’ conceptions of learning according to gender, educational level, and academic disciplines. Learning and Motivation 70, https://doi.org/10.1016/j.lmot.2020.101628 Vezzani, C., Vettori, G., Pinto, G. (2018) University students’ conceptions of learning across multiple domains. European Journal of Psychological Education 33, pp. 665-684. DOI 10.1007/s10212-017-0349-6 Vila-Henninger, L., et. al. (2022). Abductive Coding: Theory Building and Qualitative (Re)Analysis. Sociological Methods & Research, 53(2), 968-1001. https://doi.org/10.1177/00491241211067508 Yan, C., & He, C. (2021). Illuminating Chinese EFL student teachers’ paradoxical perceptions of theory learning experiences. Ethnography and Education, 17(1), 71–88. https://doi.org/10.1080/17457823.2021.2005649 10. Teacher Education Research
Paper Korthagen’s Holistic Model Applied to Class Teacher Education Curricula 1: University of Eastern Finland, Finland; 2: University of Jyväskylä, Finland Presenting Author:Teacher education plays a key role in the development of teachers’ societal thinking. Teachers’ ability to critically examine the different societal dimensions and connections of their work and educational institutions is needed in fast-changing and plural societies. In addition to teaching, in their classrooms, teachers tackle politically charged topics, such as the climate crisis and social inequality. These and other societal, political and value-related questions increasingly require European teachers to be able to understand and work with societal issues. International literature has suggested that today's teacher education programs in the Western world often focus more on teachers’ future students’ learning rather than on their own learning, which tends to rather emphasise learning the subject content over other aspects of teaching (Werler & Tahirsylaj 2022). For example, in mathematics or history studies, the focus may be more on how to teach the subjects to future students than on how they relate to the student teacher's teacher identity. Often in their approach to curricula, teacher education programs follow either the German Didaktik tradition or Anglo-American curriculum tradition, or both. The two traditions differ in their approach to education and its goals: The German tradition focuses on conveying knowledge that is considered valuable in society to the growing person, and with that elevate the individual towards Bildung. The American tradition emphasises rationality, measurability and evaluation, focusing less on the individual’s meaning-making process as part of learning (e.g. Pantić & Wubbels 2012). The empirical context for our research is the Finnish class teacher education. Recent research has found evidence that teacher education may not address enough societal and sometimes contested topics such as human rights, gender, and multiculturalism – issues that also interact with the values and identities of teachers and teacher students. Some studies also suggest that the societal orientation of Finnish teacher education tends more to adapt to the existing society than becoming aware and critically examining it (Fornaciari 2020). Even though for many pre-service teachers societal relevance is one key factor of the profession, societal or ethical perspectives can be overshadowed by other topics in education (Metsäpelto et al. 2021), raising the question of how does the teacher education prepare pre-service teachers for their societal role (see Juvonen, 2024). In this study, we examine Finnish class teacher education programmes through the question what pre-service teachers are prepared for and how. Our research question is what goals are set and what kind of learning and change the curricula aspire to produce in teacher students? To this end, we apply Fred Korthagen’s (2014) “onion” model of teacher reflection levels in our analysis. Korthagen (2014) sees teacher reflection as a necessary link between practice and theory. However, teacher reflection can easily become superficial, focusing on observable actions and not reflecting the values, attitudes, beliefs, motives and goals that underlie actions and behavior. According to Korthagen’s holistic model, actions and behavior are the outer layer of being a teacher, but teacher reflection should also reach more core levels of the “onion” model, like teacher’s values, identity, and mission. In this study, we test the application of Korthagen’s model on teacher education curricula. Methodology, Methods, Research Instruments or Sources Used Methodologically we combine theory-driven content analysis with data-driven qualitative content analysis (Hsieh & Shannon, 2005). As data, we use the curricula of eight (8) Finnish class teacher education programmes. These documnts were in use in 2025 in universities that provide teacher education in Finnish. The study programmes are 5-year-long and include both bachelor’s and master’s degrees. Graduates are qualified to work as classroom teachers (teaching all subjects on grade levels 1-6, ages 7-12). Our research task is twofold in testing Korthagen’s “onion” model: we examine how the class teacher education curricula goals of teacher programmes can be located on the 7 different levels of Korthagen’s model, i.e. core qualities, mission, (work-)identity, beliefs, competencies, behaviour, environment (theory-driven approach). We also examine how the programmes aim to affect the different layers and what the goals on different levels relate to (data-driven approach). In the first phase of the analysis, the authors coded the goals of the curricula according to Korthagen’s model with a theory-driven approach. As a unit of analysis, we used goal statements (i.e. “can prepare a lesson plan”), each of which were coded belonging to one (or in some cases more) level of the onion model. For this, we used Korthagen's definitions on each level of the onion. For example, the goal according to which the teacher student "develops...professional identity now and in the future" was coded at the identity level, and the goal "is able to …, express, and regulate emotions and behavior" was coded at the behavior level. In the second phase of analysis, we read and categorised the goals categorised to each level with a data-driven approach, to answer the question, what kind of qualitative goals are present on different levels. For example, at the identity level, the curricula aimed to develop teacher students into pedagogical experts who have worked on their own role, identity, and position as teachers and who develop their expertise in a research-based manner, sometimes also taking into account their societal role. In both phases the authors worked first individually and then together, in order to challenge and validate each other’s interpretations. Conclusions, Expected Outcomes or Findings Firstly, we argue that Korthagen’s model works as an analytical tool in the research of teacher education curricula, since all levels of the onion model were represented in the data. Secondly, our results show, perhaps expectedly, that the curricula do focus strongly on the competence and belief levels of Korthagen’s onion model, and more rarely touch on the inner layers of the student teachers – meaning, that on the level of explicitly set goals, teacher education programmes do not necessarily attempt to reach the core levels of pre-service teachers such as their values, mission or identity. This may have implications for in-service teachers in their induction phase, if their existing values and preconceptions regarding education have not been met and challenged sufficiently during their studies. This prompts the question, how are teachers able to implement the value base of the national curriculum in their work if value questions are left nearly untouched during their studies. In the presentation we discuss teachers assuming their societal role and the value-friction they may encounter in the field, and what a break with the value base of education during teacher studies could mean for preparing teachers for the education system of a democratic society. References Fornaciari, A. 2020. Luokanopettajan yhteiskuntasuuntautuneisuus ja sen kriittinen potentiaali. JYU Dissertations 285. University of Jyväskylä. Korthagen, F. 2014. Promoting Core Reflection in Teacher Education: Deepening Professional Growth. Teoksessa C. J. Craig & L. Orland-Barak (toim.) International Teacher Education: Promising Pedagogies (Part A). Advances on Research on Teaching Vol 22, Emerald Books. https://doi.org/10.1108/S1479-3687201422 Hsieh, H-F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687 Juvonen, S. (2024). School in society: Teachers enacting the purposes of education. Helsinki university dissertations 140/2024. Metsäpelto, R., Heikkilä, M., Hangelin, S., Mikkilä-Erdmann, M., Poikkeus, A.-M. & Warinowski, A. 2021. Osaamistavoitteet luokanopettajakoulutuksen opetussuunnitelmissa: Näkökulmana Moniulotteinen opettajan osaamisen prosessimalli. Kasvatus 52 (2), 164–179. Pantić, N. & Wubbels, T. 2012. Competence-based teacher education: A change from Didaktik to Curriculum culture? Journal of Curriculum Studies, 44(1), 61–87. Werler, T. C., & Tahirsylaj, A. 2020. Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions. European Journal of Teacher Education, 45(2), 154–172. 10. Teacher Education Research
Paper Preschool Teachers’ Voice as a Pedagogical Tool in Early Childhood Education: A Triangulated Study using Interviews, Observation, and Video Recording Departement of Sciences of Preschool Education and Educational Design, University of the Aegean, Greece Presenting Author:Communicative literacy with a focus on vocal lateralization, are key concepts developed in this paper. The voice of preschool teachers is a pivotal and multidimensional tool of pedagogical practice, especially in preschool education. In everyday school life, the voice functions not only as a means of conveying instructions, but also as a mechanism for organizing teaching, supporting children's participation in teaching activities, and shaping the emotional climate in the classroom. In fact, the voice is a complex result of properties as it is structured by intentions, emotions and relationships that are expressed through its core characteristics, such as tone, intensity, rhythm, and pauses (Ntouka, 2021). The voice creates a framework of security, expectations and boundaries in interaction. Ininternational literature, tone of voice is highlighted as a critical factor in the influence of teachers on students, with measurable effects on perceptions, their willingness to cooperate and the quality of their well-being when the voice becomes more "pressing or controlling" or "supportive or warm," etc. (Paulmann & Weinstein, 2022). Although the voice is often studied as an issue of vocal health and occupational risk, its pedagogical dimension remains, paradoxically, relatively underestimated, especially in preschool age. The preschool teacher's voice is a basic teaching "tool" and an important means of communication in the preschool environment (Ntouka, 2022; Ntouka, 2023). Furthermore, the literature on teacher training shows that there is a lack of teaching and systematic training in the field of "phonetic pedagogy," especially during their basic training, even though theoretical approaches are increasingly focusing on the need to strengthen their phonetic awareness. With appropriate training in this specific field of knowledge, preschool teachers could improve their voice production in order to contribute positively to the creation of a more attractive and supportive learning environment in their classroom during teaching or, more broadly, in all their pedagogical interactions that take place inside or outside the classroom (Kovacic, 2005; Nusseck et al., 2021; Paulmann & Weinstein, 2025). Previous studies highlight the significant and decisive influence of preschool teachers' voices on children's participation and response during storytelling, both in physical and digital contexts (Stamatis & Ntouka, 2019; Stamatis & Ntouka, 2021). Furthermore, the acoustic environment of the classroom is linked to children's active participation and communication, which reinforces the importance of studying the voice in authentic conditions, i.e., within the natural environment of teaching and learning, in the classroom or other space where any teaching activity takes place (Stamatis & Ntouka, 2020). Within the framework of this theoretical approach, as outlined very briefly in this text, the purpose of this research paper is to study the pedagogical significance of communicative literacy and, more specifically, the ways in which phonetic literacy could be an essential tool for the lesson planning of every kindergarten teacher. In other words, it focuses on the importance of the voice in the modern, democratic school and how it influences the teaching process, the climate of communication in the classroom, the formation of relationships, the development of interactions, etc. Furthermore, it aims to explore how and why preschool teachers use their voice in their daily practice, linking their stated perceptions with observed practices and the subtle dynamics of each pedagogical interaction. Therefore, indicative research questions addressed in this study are the following: (a) How do preschool teachers describe voice as a professional skill? (b) What vocal strategies appear in specific teaching processes (e.g., transitions, circle time, storytelling, conflict, etc.)? (c) How are voice characteristics related to group participation and regulation? Methodology, Methods, Research Instruments or Sources Used In this research approach, a qualitative case study using the triangulation method was chosen to enhance the reliability of the findings through the convergence of multiple sources (Denzin, 1978; Patton, 1999). Triangulation refers to a research technique that uses a combination of two or multiple data collection techniques to enhance the validity and reliability of the research. The results of each technique verify the results, compensating for any disadvantages or weaknesses of one of the data collection techniques (Liargovas, 2023). The sample consists of one preschool teacher. The research data was collected from the following three perspectives: 1. Semi-structured interview with a preschool teacher The researchers conducted a semi-structured interview consisting of ten questions. The aim was to capture the perceptions, strategies and experiences of the participating preschool teacher regarding the use of her voice as a teaching "tool" and as a practice that influences children's communication and participation in classroom activities. Within the same context, perceptions of the characteristics of her voice, her own perception about them and how she thinks more appropriate to use them in her teaching are also explored. 2. Observation The researchers conducted non-participatory observation of selected activities taking place in the classroom. Specifically, the morning routine (group time), the children's preparation for recess, the storytelling and the children’s preparation for departure after the end of the day's teaching activities were under researchers’ observation. The non-participatory observation was conducted using a coding sheet based on the functions of voice and the communicative context of the preschool classroom. 3. Video recording of activities The researchers videotaped the activities mentioned above. This ensured a detailed comparison of the interaction, the synchronization of voice, movements, and children's responses and the changes in voice characteristics between the preschool teacher's perceptions regarding the use of her voice and the way she ultimately uses it. Conclusions, Expected Outcomes or Findings This study examines the preschool teachers’ voice as a fundamental pedagogical practice that organizes interpersonal communication in the classroom, regulates pedagogical interactions and shapes the emotional climate in the classroom. Furthermore, this study is based on the fact that the preschool teachers’ voice is not only a "tool" of their teaching and a fundamental component of the communicative framework that is formed in preschool education, but also relates to qualitative and quantitative characteristics of the voice, such as tone, prosody, intensity, pauses, etc., which are linked to the way preschoolers experience the communication process in the classroom, both with the preschool teacher and other preschoolers. Concurrently, this study incorporates research findings regarding the effect of voice during storytelling activities (Stamatis & Ntouka, 2019; Ntouka & Stamatis, 2021) and the role of classroom acoustics in children's active participation (Stamatis & Ntouka, 2020). The triangulation method (interview-observation-video recording) for collecting and processing research data allows for a better exploration of teachers' narratives during teaching, as well as the subtle interactive changes that are often overlooked in research when approached from a single perspective. In this context, the present study is expected to provide a clear background for understanding the functions of preschool teachers' voices and to contribute to strengthening research on the embodied and emotionally charged dimension of the preschool teaching and learning process. On a more practical level, the findings of this study, although limited, could be used in the training or basic education of preschool teachers. The results are relevant to the international debate on the need to promote phonological awareness among teachers with a view to its pedagogical use for the benefit of improving the quality of teaching process. References Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Heath, C., Hindmarsh, J., & Luff, P. (2010). Video in qualitative research: Analyzing social interaction in everyday life. SAGE. Kovacic, G. (2005). Voice education in teacher training: An investigation into the knowledge about the voice and voice care in teacher-training students. Journal of Education for Teaching, 31(2), 87–97. Liargovas, P. (2023). Introduction to Scientific Research. Papazisis. Ntouka, V. A. (2017). Detecting non-verbal and vocal expressions of bullying in kindergarten. International Journal of Criminology and Sociology, 6, 178–182. Ntouka, V. A., & Stamatis, P. J. (2019). The impact of nursery school teachers’ voice on preschoolers during physical and digital storytelling. A comparative study. In A. Moutsios-Rentzos, A. Giannakopoulos, & M. Meimaris (Eds.), Current Trends in Digital Storytelling. Research & Practices. Conference Proceedings (σ. 76-88). Club UNESCO Zakynthos. Stamatis, P.J., & Ntouka, A. V. (2021). The Effect of Nursery Teachers’ Voice on Preschoolers. In V. Chiou, L. Geunis, O. Holz, N. O. Erturk, & F. Shelton (Eds.), Voices from the classroom: A celebration of learning, vol. 1. (pp. 355-365). Maxmann. Nusseck, M., Immerz, A., Spahn, C., Echternach, M., & Richter, B. (2021). Long-term effects of a voice training program for teachers on vocal and mental health. Journal of Voice, 35(3), 438–446. Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189–1208. Paulmann, S., & Weinstein, N. (2022). Teachers’ motivational prosody: A pre-registered experimental test of children’s reactions to tone of voice used by teachers. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12567 Paulmann, S., & Weinstein, N. (2025). Motivating tones to enhance education: The effects of vocal awareness on teachers’ voices. British Journal of Educational Psychology, 95(6). https://doi.org/10.1111/bjep.12737 Stamatis, P. J., & Ntouka, V. A. (2020). The impact of classroom acoustics on toddlers’ communication and active participation during teaching. European Journal of Education Studies, 8(7), 205–214. Ntouka, V. A. (2022). The importance of voice as a teaching "tool." In P. J. Stamatis & E. Nikolaou (Eds.), Counseling and Communication in Education. Diadrassi Publications. Ntouka, V. A., & Stamatis, P. J. (2019). The voice as a teaching "tool." In S. Kaldi, I. Roussakis, V. Tzika, M. Chatzi, & K. Malafantis (Eds.), Proceedings of the 16th International Conference of the Greek Pedagogical Society “School in Democracy, Democracy in School” (pp. 650-659). Thessalian University Press. | ||