Front page
People
Research groups
Projects
About

Suomi English

Front page
People
Research groups
Projects
About

Edit data
Logout

Refine your search

Frontpage
People
Janne Pietarinen

Janne Pietarinen

Dean

Philosophical Faculty

janne.pietarinen@uef.fi | +358 50 465 0642

Information Publications

Contact via:
Executive Assistant Maria Venäläinen,
maria.venalainen@uef.fi, tel. +358 50 442 4450

Projects

SCHOOLWELL - Future School of Comprehensive Well-Being 01.10.2022 - 30.09.2028

Publications

125/125 items

Yhtenäisen perusopetuksen kehittämisestä kaikille yhteisen perusopetuksen kehittämiseen
Huusko, Jyrki; Äärelä, Tanja; Pietarinen, Janne. Teoksessa: Johnson, Peter; Tanttu, Kimmo; Heikkinen, Mari; Maunumäki, Hanna(toim.) , 2024. Yhtenäisempi peruskoulu : Rohkeita ja kestäviä ratkaisuja yhtenäiskoulun kehittämiseen. s. 181-188. Professional Publishing Finland
Alakoulun oppilaiden sosiaalisen tuen profiilien kehitys ja yhteys opiskeluhyvinvointiin ja koulumenestykseen
Ulmanen, Sanna; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2023. Psykologia. 58: 40-66
How do teacher support trajectories influence primary and lower-secondary school students' study well-being
Ulmanen, Sanna; Rautanen, Pihla; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2023. Frontiers in psychology. 14:
How is students’ well-being related to their class teacher’s professional agency in primary school?
Yli-Pietilä, Roosa; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2023. European journal of psychology of education. [Epub ahead of print 29 Dec 2023]: 1-21
Primary and lower secondary students’ learning agency and social support
Soini, Tiina; Pietarinen, Janne; Ulmanen, Sanna; Anttila, Henrika; Pyhältö, Kirsi. 2023. Frontline learning research. 11: 49-77
Primary school teachers’ sense of professional agency and inadequacy in teacher–student interaction
Yli-Pietilä, Roosa; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2023. Teacher development. 2024; 28: 278-296
Profiles of teacher's professional agency in the classroom across time
Yli-Pietilä, Roosa; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2023. Scandinavian journal of educational research. [Epub ahead of print 5 April 2023]: 1-15
Teacher agency in the professional community and association with burnout: a longitudinal person-centred approach
Sullanmaa, Jenni; Pyhalto, Kirsi; Pietarinen, Janne; Soini, Tiina. 2023. Research papers in education. [Published online: 16 Feb 2023]: 1-21
The Interrelation between teachers’ sense of professional agency and perceived professional recognition: five-year follow-up study of Finnish teachers
Sullanmaa, Jenni; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2023. Teachers and teaching: theory and practice. [Epub ahead of print 20 Nov 2023]: 1-18
Building coherence and impact: differences in Finnish school level curriculum making
Soini, Tiina; Pyhältö, Kirsi; Haverinen, Kaisa; Sullanmaa, Jenni; Leskinen, Esko; Pietarinen, Janne. 2022. Curriculum perspectives. 42: 121-133
Development of Students’ Social Support Profiles and Their Association With Students’ Study Wellbeing
Ulmanen, Sanna; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2022. Developmental psychology. 58: 2336-2349
Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories
Tikkanen, Lotta; Haverinen, Kaisa; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina. 2022. Frontiers in education. 7: . 858896
Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey
Rautanen, Pihla; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2022. Social psychology of education. 25: 1481-1505
Experienced burnout and teacher–working environment fit: a comparison of teacher cohorts with or without persistent turnover intentions
Räsänen, Katariina; Pietarinen, Janne; Väisänen, Pertti; Pyhältö, Kirsi; Soini, Tiina. 2022. Research papers in education. [Epub ahead of print 19 Sept 2022]: 1-24
Experienced risk of burnout among teachers with persistent turnover intentions
Räsänen, Katariina; Pietarinen, Janne; Soini, Tiina; Väisänen, Pertti; Pyhältö, Kirsi. 2022. Teacher development. 26: 317-337
How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones?
E, Liyuan; Toom, Auli; Sullanmaa, Jenni; Pietarinen, Janne; Soini, Tiina; Pyhältö, Kirsi. 2022. Learning. 8: 169-190
Primary and Lower Secondary School Students’ Social Support Profiles and Study Wellbeing
Ulmanen, Sanna; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi; Rautanen, Pihla. 2022. Journal of early adolescence. 42: 613-646
The emotional landscape of curriculum making
Anttila, Henrika; Tikkanen, Lotta; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2022. Curriculum journal. [First published: 28 July 2022]: 1-15
The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach
Sullanmaa, Jenni; Pietarinen, Janne; Lipponen, Lasse; Soini, Tiina; Pyhältö, Kirsi. 2022. European early childhood education research journal. 30: 930-948
The role of empathy between peers in upper secondary students’ study engagement and burnout
Tikkanen, Lotta; Anttila, Henrika; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne. 2022. Frontiers in psychology. 13: . 978546
Crossover of burnout in the classroom - Is teacherexhaustion transmitted to students?
Tikkanen, Lotta; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne. 2021. international journal of school and educational psychology. 9: 326-339
Emotionally engaged or feeling anxious and cynical? School experiences and links to school achievement among Finland-Swedish general and special education students
Palmgren, Marina; Pyhältö, Kirsi; Pietarinen, Janne; Sullanmaa, Jenni; Soini, Tiina. 2021. Social psychology of education. 24: 1487-1509
Is individual- and school-level teacher burnout reduced by proactive strategies?
Pietarinen, Janne; Pyhältö, Kirsi; Haverinen, Kaisa; Leskinen, Esko; Soini, Tiina. 2021. international journal of school and educational psychology. 9: 340-355
Professional Agency for Learning as a Key for Developing Teachers' Competencies?
Toom, Auli; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina. 2021. Education sciences. 11: 324
Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: a longitudinal approach
Sullanmaa, Jenni; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina. 2021. International journal of leadership in education. [Epub ahead of print 31 Aug 2021]: 1-26
Shared Sense-Making as Key for Large Scale Curriculum Reform in Finland
Soini, Tiina; Pyhältö, Kirsi; Pietarinen, Janne. Teoksessa: Priestley, Mark; Alvunger, Daniel; Philippou, Stavroula; Soini, Tiina(toim.) , 2021. Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts. s. 247-272. Emerald
Social support experiences by pupils in finnish secondary school
Ahola, Réa; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2021. International journal of adolescence and youth. 26: 471-486
Koulun kehittämisestä opittua: Havaintoja merkityksen rakentamisen tärkeydestä
Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2020. Kasvatus. 51: 186-194
Primary school students' perceived social support in relation to study engagement
Rautanen, Pihla; Saini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2020. European journal of psychology of education. 2021; 36: 653-672
Teacher burnout profiles and proactive strategies
Pyhältö, Kirsi; Pietarinen, Janne; Haverinen, Kaisa; Tikkanen, Lotta; Soini, Tiina. 2020. European journal of psychology of education. 2021; 36: 219-242
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions
Räsänen, Katariina; Pietarinen, Janne; Pyhältö, Kirsi; Soini, Tiina; Väisänen, Pertti. 2020. Social psychology of education. 23: 837-859
Curriculum coherence as perceived by district-level stakeholders in large-scale national curriculum reform in Finland
Sullanmaa, Jenni; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina. 2019. Curriculum journal. 30: 244-263
Differences in state- and district-level stakeholders' perceptions of curriculum coherence and school impact in national curriculum reform
Sullanmaa, Jenni; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina. 2019. Journal of educational administration. 57: 210-226
Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress
Tikkanen, Lotta; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina. 2019. Journal of educational change. [Epub ahead of print 16 Nov 2019]: 1-25
Special education teachers' experienced burnout
Soini, T; Pietarinen, J; Pyhältö, K; Haverinen, K; Jindal-Snape, D; Kontu E. 2019. British educational research journal. 45: 622-639
Student teachers' and pupils' co-regulated learning behaviours in authentic classroom situations in teaching practicums
Saariaho, Emmi; Toom, Auli; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2019. Teaching and teacher education. 85: 92-104
Trajectories of Teachers' Perceived Curriculum Coherence in the Context of Finnish Core Curriculum Reform
Sullanmaa, Jenni; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne. 2019. Curriculum and teaching. 34: 27-49
Dynamic and shared sense-making in large-scale curriculum reform in school districts
Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina. 2018. Curriculum journal. 29: 181-200
Mikä on keskeistä hyvässä opetussuunnitelmaprosessissa?
Kivioja, Alina; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2018. Kasvatus. 49: 310-325
Socially embedded academic emotions in school
Anttila, Henrika; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina. 2018. Journal of education and learning. 7: 87-101
Student teachers' emotional landscapes in self- and co-regulated learning
Saariaho, Emmi; Anttila, Henrika; Toom, Auli; Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2018. Teachers and teaching: theory and practice. 24: 538-558
Student teachers' proactive strategies for avoiding study-related burnout during teacher education
Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina. 2018. European journal of teacher education. 41: 301-317
From anxiety to enthusiasm: emotional patterns among student teachers
Anttila Henrika, Pyhältö Kirsi, Soini Tiina, Pietarinen Janne. 2017. European journal of teacher education. 40: 447-464
How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community?
Toom Auli, Pietarinen Janne, Soini Tiina, Pyhältö Kirsi. 2017. Teaching and teacher education. 63: 126-136
Intensive studying or restlessness in the classroom: Does the quality of control matter?
Westling Suvi Krista, Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. 2017. Teaching and teacher education. 67: 361-369
Interrelations between principals' risk of burnout profiles and proactive self-regulation strategies
Tikkanen Lotta, Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. 2017. Social Psychology of Education. 20: 259-274
Osallistamista oppimassa : kohti yhtenäistä ja ymmärrettävää perusopetuksen opetussuunnitelmaa
Soini Tiina, Kinossalo Maiju, Pietarinen Janne, Pyhältö Kirsi. Teoksessa: Korhonen Vesa, Annala Johanna, Kulju Pirjo(toim.) , 2017. Kehittämisen palat, yhteisöjen salat : näkökulmia koulutukseen ja kasvatukseen. s. 35-58. Tampere University Press
Primary determinants of a large-scale curriculum reform National board administrators' perspectives
Tikkanen Lotta, Pyhältö Kirsi, Soini Tiina, Pietarinen Janne. 2017. Journal of educational administration. 55: 702-716
Shared sense making strategies in curriculum reform: District level perspective
Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi. 2017. Improving schools. 2018; 21: 111-126
Shared sense-making in curriculum reform - orchestrating the local curriculum work
Pietarinen Janne, Pyhältö Kirsi, Soini Tiina. 2017. Scandinavian journal of educational research. 2019; 63: 491-505
Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout
Väisänen Sanna, Pietarinen Janne, Pyhältö Kirsi, Toom Auli, Soini Tiina. 2017. Journal of education and learning. 2018; 7: 208-222
Student-teachers' strategies in classroom interaction in the context of the teaching practicum
Heikonen Lauri, Toom Auli, Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. 2017. Journal of education for teaching. 43: 534-549
Students' Engaging School Experiences: A Precondition for Functional Inclusive Practice
Palmgren Marina Helena, Pyhältö Kirsi, Soini Tiina, Pietarinen Janne. 2017. International journal of whole schooling. 13: 26-49
Early career teachers' sense of professional agency in the classroom: Associations with turnover intentions and perceived inadequacy in teacher-student interaction
Heikonen Lauri, Pietarinen Janne, Pyhältö Kirsi, Toom Auli, Soini Tiina. 2016. Asia-pacific journal of teacher education. [epub ahead of print 7 Apr 2016]: 1-17
How does it feel to become a teacher? Emotions in teacher education
Anttila Henrika, Pyhältö Kirsi, Soini Tiina, Pietarinen Janne. 2016. Social Psychology of Education. [epub ahead of print 9 May 2016]: 1-23
Large-scale curriculum reform in Finland - exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence
Pietarinen Janne, Pyhältö Kirsi, Soini Tiina. 2016. Curriculum journal. [epub ahead of print 13 May 2016]: 1-19
Leading a school through change - principals' hands-on leadership strategies in school reform
Soini Tiina, Pietarinen Janne, Pyhältö Kirsi. 2016. School leadership and management. [epub ahead of print 31 Jul 2016]: 1-18
Perceptions and Attitudes Regarding Bioenergy among Science Teachers in Finland and India
Halder Pradipta, Pietarinen Janne, Havu-Nuutinen Sari, Pöllänen Sinikka, Pelkonen Paavo. 2016. Biofuels. 7: 131-139
Perceptions of bioenergy: Is there a need to improve them among instructors and young learners?
Halder Pradipta, Pietarinen Janne, Havu-Nuutinen Sari, Pöllänen Sinikka, Pelkonen Paavo. 2016. International journal of advances in science engineering and technology. 4: 79-81
Social support as a contributor to student teachers' experienced well-being
Väisänen Sanna, Pietarinen Janne, Pyhältö Kirsi, Toom Auli, Soini Tiina. 2016. Research papers in education. 2017; 32: 41-55
Students' experiences of the development of emotional engagement
Ulmanen Sanna, Soini Tiina, Pietarinen Janne, Pyhältö Kirsi. 2016. International journal of educational research. 79: 86-96
Teacher's professional agency - a relational approach to teacher learning
Pietarinen Janne, Pyhältö Kirsi, Soini Tiina. 2016. Learning. [epub ahead of print 16 May 2016]: 1-18
The anatomy of adolescents' emotional engagement in schoolwork
Ulmanen Sanna, Soini Tiina, Pietarinen Janne, Pyhältö Kirsi. 2016. Social Psychology of Education. [epub ahead of print 20 May 2016]: 1-20
The way ahead for Finnish comprehensive school? Examining state-level school administrators' theory of change
Salonen-Hakomäki Sanna-Mari, Soini Tiina, Pietarinen Janne, Pyhältö Kirsi. 2016. Journal of curriculum studies. 48: 671-691
What if teachers learn in the classroom?
Soini Tiina, Pietarinen Janne, Pyhältö Kirsi. 2016. Teacher development. 20: 380-397
Becoming a Teacher - Student Teachers' Learning Patterns in Teacher Education
Ahonen Elsi, Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. 2015. Journal of education and training studies. 3: 89-101
Student teachers' key learning experiences - mapping the steps for becoming a professional teacher
Ahonen Elsi, Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. 2015. International journal of higher education. 4: 151-165
Student teachers' self- and co-regulation of learning during teacher education
Saariaho Emmi, Pyhältö Kirsi, Tom Auli, Pietarinen Janne, Soini Tiina. 2015. Learning. [epub ahead of print 29 Oct 2015]: -
Teachers' professional agency and learning - from adaption to active modification in the teacher community
Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. 2015. Teachers and teaching: theory and practice. 21: 811-830
The Theory of Planned Behavior Model and Students' Intentions to Use Bioenergy: A Cross-Cultural Perspective
Halder Pradipta, Pietarinen Janne, Havu-Nuutinen Sari, Pöllänen Sinikka, Pelkonen Paavo. 2015. Renewable energy. 2016; 89: 627-635
What contributes to first-year student teachers' sense of professional agency in the classroom?
Soini Tiina, Pietarinen Janne, Toom Auli, Pyhaltö Kirsi. 2015. Teachers and teaching: theory and practice. 21: 641-659
When teaching gets tough - Professional community inhibitors of teacher-targeted bullying and turnover intentions
Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. 2015. Improving schools. 18: 263-276
Strategies for academic engagement perceived by Finnish sixth and eighth graders.
Ulmanen Sanna, Soini Tiina, Pyhältö Kirsi, Pietarinen Janne. 2014. Cambridge journal of education. 44: 425-443
Strategies for well-being and ethically sustainable problem-solving in teacher-student interaction
Soini T, Pietarinen J, Pyhältö K, Tirri K. Teoksessa: Divya Jindal-Snape and Elizabeth F.S. Hannah(toim.) , 2014. Exploring the dynamics of personal, professional and interprofessional ethics. s. 69-83. Policy press
Student's emotional and cognitive engagement as the determinants of well-being and achievement in school
Pietarinen Janne, Soini Tiina, Pyhältö Kirsi. 2014. International journal of educational research. 67: 40-51
Subject Knowledge and Perceptions of Bioenergy among School Teachers in India: Results from a Survey
Halder Pradipta, Havu-Nuutinen Sari, Pietarinen Janne, Zyadin Anas, Pelkonen Paavo. 2014. Resources. 3: 599-613
Teachers' professional beliefs about their roles and the pupil's roles in the school
Ahonen Elsi, Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. 2014. Teacher development. 18: 177-197
Comprehensive school teachers' professional agency in large-scale educational change
Pyhältö K, Pietarinen J, Soini T. 2013. Journal of educational change. -: -
Design research approach in the large scale educational innovations
Soini Tiina, Pietarinen Janne, Pyhältö Kirsi. Teoksessa: Ian R. Haslam, Myint Swe Khine and Issa M. Saleh (EDS)(toim.) , 2013. Large scale reform and social capital building. s. 70-92. Routledge
How do ninth-graders perceive their involvement in the most meaningful episodes of their school career?
Westling Suvi Krista, Pyhältö Kirsi, Pietarinen Janne, Soini Tiina. 2013. International journal of educational research. 58: 25-35
Reducing teacher burnout: A socio-contextual approach
Pietarinen Janne, Pyhältö Kirsi, Soini Tiina, Salmela-Aro Katariina. 2013. Teaching and teacher education. 35: 62-72
Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI)
Pietarinen Janne, Pyhältö Kirsi, Soini Tiina, Salmela-Aro Katariina. 2013. Psychology. 4: 73-82
International Survey on Bioenergy Knowledge, Perceptions, and Attitudes Among Young Citizens
Pradipta Halder, Pavol Prokop, Chun-Yen Chang, Muhammet Usak, Janne Pietarinen, Sari Havu-Nuutinen, Paavo Pelkonen,Mustafa Cakir. 2012. Bioenergy research. 5: 247-261
Knowledge, perceptions, and attitudes as determinants of youth's intentions to use bioenergy - a cross-national perspective
Halder P, Havu-Nuutinen S, Pietarinen J, Pelkonen P, Prokop P, Chang C-Y and Usak M. 2012. International journal of green energy. -: -
Mitä jos opettaja etääntyy työstään?
Soini, T., Pietarinen, J., Pyhältö, K., Westling, S-K., Ahonen, E. & Järvinen S.. 2012. Nuorisotutkimus. 30: 5-20
A systemic perspective on school reform ¿ Principals¿ and chief education officers¿ perspectives on school development.
Pyhältö, K., Soini, T & Pietarinen, J.. 2011. Journal of educational administration. 49: 46-61
Bio-energy and youth: Analyzing the role of school, home, and media from the future policy perspectives
Pradipta Halder, Sari Havu-Nuutinen, Janne Pietarinen and Paavo Pelkonen. 2011. Applied energy. 88: 1233-1240
Comprehensive school teachers' perceptions of the pupil's role in the school community.
Pyhältö, K., Ahonen, E., Pietarinen, J. & Soini, T.. Teoksessa: B. Hudson & M.A. Meyer(toim.) , 2011. Beyond Fragmentation: Didactics, Learning and Teaching in Europe.. s. 177-189. Verlag Barbara Budrich
Do Comprehensive School Teachers Perceive Themselves as Active Agents in School Reforms?
Pyhältö, K., Pietarinen, J. & Soini, T. 2011. Journal of educational change. DOI 10.1007/s10833-011-9171-0: Online first
Pedagogisen hyvinvoinnin aarteita ja sudenkuoppia peruskoulupolulla.
Pyhältö, K., Pietarinen, J. Soini, T. & Westling S-K.. Teoksessa: R. Rinne, J. Tähtinen, A. Jauhiainen & M, Broberg.(toim.) , 2011. Koulutuspolitiikan käytännöt kansallisessa ja ylikansallisessa kehyksessä. s. 437-460. Suomen kasvatustieteellinen seura
Teacher - working-environment fit as a framework for burnout experienced by Finnish teachers
Pyhältö, K., Pietarinen, J. & Salmela-Aro, K.. 2011. Teaching and teacher education. 27: 1101-1110
A Horizontal approach to school transitions: a lesson learned from the Finnish 15-year-olds.
Pietarinen, J., Pyhältö, K. & Soini, T.. 2010. Cambridge journal of education. 40: 229-245
Learning and well-being in transitions : how to promote pupils' active learning agency?
Pietarinen, J. Soini, T. & Pyhältö, K.. Teoksessa: D. Jindal-Snape(toim.) , 2010. Educational Transitions. Moving stories from around the world. s. 143-158. Routledge
Pedagogical Well-being: Reflecting learning and well-being in teachers' work
Soini, T., Pyhältö, K., & Pietarinen, J.. 2010. Teachers and teaching: theory and practice. 16: 765-782
Pedagogista hyvinvointia rakentamassa päiväkodin ja peruskoulun rajapinnalla
Pyhältö Kirsi, Soini Tiina, Pietarinen Janne & Havu-Nuutinen Sari. Teoksessa: Ubani Martin, Kallioniemi Arto Luodeslampi Juha(toim.) , 2010. Kokonaisvaltainen kasvatus, lapsi ja uskonto. s. 188-206. Lasten keskus
Pupils' pedagogical well-being in comprehensive school : Significant positive and negative school experiences of Finnish ninth graders
Pyhältö, K., Soini, T., & Pietarinen, J.. 2010. European journal of psychology of education. 25: 207-221
Young citizen's knowledge and perceptions of bioenergy and future policy implications
Halder Pradipta, Pietarinen Janne, Havu-Nuutinen Sari & Pelkonen Paavo. 2010. Energy Policy. 38: 3058-3066
Rakenteet ja pedagogiikka koulun kehittämisessä - Vuoropuhelua vai kaksintaistelua?
Soini, Tiina; Pyhältö, Kirsi; Pietarinen, Janne; Huusko, Jyrki. 2009. Hallinnon tutkimus. 28: 27-42
Small rural primary schools in Finland: a pedagogically valuable part of the school network
Kalaoja, Esko ja Pietarinen, Janne. 2009. International journal of educational research. 48: 109-116
Active and Passive ¿ Stages in the Careers of Teachers in the Context of Small Rural Schools.
Pietarinen, J. & Meriläinen, M.. 2008. Studia paedagogica. 13: 65¿84
Luokan-, aineen- ja erityisopettajat yhtenäisen perusopetuksen rakentajina
Kirsi Pyhältö;Janne Pietarinen;Tiina Soini ja Jyrki Huusko. 2008. Kasvatus. 39: 218-234
Pedagoginen hyvinvointi - uutta ja tuttua koulun arjesta
Janne Pietarinen; Tiina Soini; Kirsi Pyhältö. Teoksessa: Kristiina Lappalainen; Matti Kuittinen; Matti Meriläinen(toim.) , 2008. Pedagoginen hyvinvointi. s. 53-74. Suomen kasvatustieteellinen seura. Kasvatusalan tutkimuksia 41
Pedagoginen hyvinvointi peruskoulun opettajien työssä
Tiina Soini; Janne Pietarinen; Kirsi Pyhältö. 2008. Aikuiskasvatus. 28: 244-257
Mistä yhtenäisessä perusopetuksessa on kyse?
Pyhältö Kirsi;Soini Tiina;Huusko Jyrki;Pietarinen Janne. Teoksessa: Asta Pietilä & Erja Vitikka(toim.) , 2007. Tarinoita yhtenäisestä perusopetuksesta. Yhtenäisen perusopetuksen kehittämishanke. s. 14-29. Opetushallitus
Stress a Barrier to Professional Development
Meriläinen;M & Pietarinen;J.. Teoksessa: Jan Löwstedt;Pär Larsson;Sjoerd Karsten & Rolf Van Dick(toim.) , 2007. From Intensified Work to Professional Development. s. 111-128. P.I.E. Peter Lang
Yhtenäisyyttä rakentava peruskoulu - yhtenäisen perusopetuksen ehdot ja mahdollisuudet
Huusko Jyrki;Pietarinen Janne;Pyhältö Kirsi & Soini Tiina. 2007. Kasvatusalan tutkimuksia. 1. Tekijät ja Suomen Kasvatustieteellinen Seura
Renewing teacher education curriculum in the European context
Kari Sormunen & Janne Pietarinen. Teoksessa: Kari Sormunen(toim.) , 2006. The Bologna Process in Science and Mathematics Higher Education in North-Eastern Europe: Tendencies, Perspectives and Problems. s. 19-39. Joensuun yliopisto
Yhtenäinen perusopetus mitä yhtenäisyys on?
Pietarinen Janne. Teoksessa: P. Holopainen;T. Ojala;K. Miettinen ja T. Orellana (toim.)(toim.) , 2005. Siirtymät sujuviksi ehyttä koulupolkua rakentamassa.. s. Moniste 6/2005, 914.
Opettajankoulutus yhtenäisen perusopetuksen asettamiin koulutushaasteisiin vastaamassa
Pietarinen Janne. Teoksessa: Atjonen Päivi & Väisänen Pertti(toim.) , 2004. Osaava opettaja. Keskustelua 2000-luvun opettajankoulutuksen ydinaineksesta. s. 47 58. Joensuun yliopisto
Peruskoulun opetussuunnitelman perusteet uudistuivat uudistuuko peruskoulu?
Pietarinen Janne. 2004. Ostiensis. Tiedettä ja tutkimusta Joensuun yliopistosta. : 22-25
The SALTSA Project on Work Organisation and School Work-life: how do schools as organisations facilitate professional development and well-being?
Meriläinen Matti ja Pietarinen Janne. 2003. European educational research journal. Volume 2: 594-603
Characteristics of Finnish small rural schools - what can we learn from learning and instruction by researching small rural schools?
Kalaoja;E. & Pietarinen;J. Teoksessa: E. Kalaoja (toim. )(toim.) , 2002. Näkökulmia kyläkouluihin ja niiden kehittämiseen.. s. .
Concept Map as a Tool for Meaningful Learning and Assesment in an Introductory Statistics Course
Haapala Anu;Pietarinen Janne;Rautopuro Juhani;Valtonen Esko;Väisänen Pertti. Teoksessa: (toim.) , 2002. . s. .
How to overcome stumbling blocks in learning applied statistics? The effect of concept mapping
Haapala Anu;Pietarinen Janne;Rautopuro Juhani;Väisänen Pertti. Teoksessa: (toim.) , 2002. . s. .
Koulu sosiaalisena ympäristönä yläasteelle siirtymisen vaiheessa: näkökulma sosiaalisen kehitykseen.
Pietarinen;J. & Rantala;S.. Teoksessa: M.-L. Julkunen (toim.)(toim.) , 2002. Opetus, oppiminen, vuorovaikutus. s. 227-241. WSOY
Onko oppilailla sijaa koulun kehittämisessä?
Pietarinen;J.. Teoksessa: J. Huusko & J. Pietarinen (toim.)(toim.) , 2002. Yhä parempi paikka kasvaa ja oppia - punnittua puhetta koulun kehittämisestä.. s. 34-49.
Systeeminen koulunkehittäminen - koulun kehittämisen kokonaisvaltaisuus
Huusko;Jyrki & Pietarinen;Janne. Teoksessa: Huusko;Jyrki & Pietarinen;Janne(toim.) , 2002. Yhä parempi paikka kasvaa ja oppia - punnittua puhetta koulun kehittämisestä. s. 105-108. Joensuun yliopisto
Where we are going from here? - Research methodological reflections in the field of educational research.
Pietarinen;J.. Teoksessa: K. Julkunen;S. Havu-Nuutinen & J. Pietarinen (toim.).(toim.) , 2002. Learning and Instruction in Multiple Contexts and Settings III. Proceedings of the Fourth Joensuu symposium on Learning and Instruction.. s. 177-178.
Opetusmoniste kasvatustieteen perusopintojen kurssille Johdatus kasvatuksen tutkimukseen
Kantelinen Ritva;Meriläinen Matti;Pietarinen Janne. 2001. . . -
Improving School with Teachers and Community Around School
Huusko;Jyrki & Pietarinen;Janne. Teoksessa: (toim.) , 2000. . s. .
Transfer to and Study at Secondary School in Finnish School Culture: Developing School on the Basis of Pupils' Experiences.
Pietarinen Janne. 2000. International journal of educational research. 33: 383 400
Yhtenäinen peruskoulu - pedagoginen vai hallinnollinen koulun kehittämistehtävä
Huusko;Jyrki & Pietarinen;Janne. Teoksessa: Vanhalakka-Ruoho;Marjatta(toim.) , 2000. Sillanrakentajan opas. Toimintamalleja koulun kehittämiseen. s. 23-48. Joensuun yliopisto
Koulun kehittämisen perustaa: Opettajien vuorovaikutuskulttuuri ja oppilaiden kokemukset
Huusko;Jyrki & Pietarinen;Janne. Teoksessa: Vanhalakka-Ruoho;Marjatta(toim.) , 1999. Kohti yhteistä oppimista. Kannanottoja koulun kehittämiseen. s. 55-81. Joensuun yliopisto
Peruskoulun yläasteelle siirtyminen ja siellä opiskelu oppilaan kokemana.
Pietarinen Janne. 1999.
Towards an Undivided Comprehensive School
Huusko;Jyrki & Pietarinen;Janne. Teoksessa: (toim.) , 1998. . s. .

University of Eastern Finland Joensuu, Kuopio © University of Eastern Finland

Facebook Instagram Twitter YouTube LinkedIn Snapchat SoundCloud TikTok Vimeo

Accessibility statement
Cookie usage
Give feedback

Manage consent

We use cookies to optimize our website and our service.

Functional Functional Always active

The technical storage or access is strictly necessary for the legitimate purpose of enabling the use of a specific service explicitly requested by the subscriber or user, or for the sole purpose of carrying out the transmission of a communication over an electronic communications network.

Asetukset Asetukset

Tekninen tallennus tai pääsy on tarpeen laillisessa tarkoituksessa sellaisten asetusten tallentamiseen, joita tilaaja tai käyttäjä ei ole pyytänyt.

Statistics Statistics

The technical storage or access that is used exclusively for anonymous statistical purposes. Without a subpoena, voluntary compliance on the part of your Internet Service Provider, or additional records from a third party, information stored or retrieved for this purpose alone cannot usually be used to identify you. Tekninen tallennus tai pääsy, jota käytetään yksinomaan anonyymeihin tilastollisiin tarkoituksiin. Ilman haastetta, Internet-palveluntarjoajasi vapaaehtoista suostumusta tai kolmannen osapuolen lisätietueita pelkästään tähän tarkoitukseen tallennettuja tai haettuja tietoja ei yleensä voida käyttää tunnistamaan sinua.

Marketing Marketing

The technical storage or access is required to create user profiles to send advertising, or to track the user on a website or across several websites for similar marketing purposes.

Show preferences

{title} {title} {title}

Refine your search

Janne Pietarinen

Projects

Yhtenäisen perusopetuksen kehittämisestä kaikille yhteisen perusopetuksen kehittämiseen

Alakoulun oppilaiden sosiaalisen tuen profiilien kehitys ja yhteys opiskeluhyvinvointiin ja koulumenestykseen

How do teacher support trajectories influence primary and lower-secondary school students' study well-being

How is students’ well-being related to their class teacher’s professional agency in primary school?

Primary and lower secondary students’ learning agency and social support

Primary school teachers’ sense of professional agency and inadequacy in teacher–student interaction

Profiles of teacher's professional agency in the classroom across time

Teacher agency in the professional community and association with burnout: a longitudinal person-centred approach

The Interrelation between teachers’ sense of professional agency and perceived professional recognition: five-year follow-up study of Finnish teachers

Building coherence and impact: differences in Finnish school level curriculum making

Development of Students’ Social Support Profiles and Their Association With Students’ Study Wellbeing

Differences in Teacher Burnout Between Schools: Exploring the Effect of Proactive Strategies on Burnout Trajectories

Dynamics between perceived social support and study engagement among primary school students: A three-year longitudinal survey

Experienced burnout and teacher–working environment fit: a comparison of teacher cohorts with or without persistent turnover intentions

Experienced risk of burnout among teachers with persistent turnover intentions

How does teachers’ professional agency in the classroom change in the professional transition from early career teachers to more experienced ones?

Primary and Lower Secondary School Students’ Social Support Profiles and Study Wellbeing

The emotional landscape of curriculum making

The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach

The role of empathy between peers in upper secondary students’ study engagement and burnout

Crossover of burnout in the classroom - Is teacherexhaustion transmitted to students?

Emotionally engaged or feeling anxious and cynical? School experiences and links to school achievement among Finland-Swedish general and special education students

Is individual- and school-level teacher burnout reduced by proactive strategies?

Professional Agency for Learning as a Key for Developing Teachers' Competencies?

Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: a longitudinal approach

Shared Sense-Making as Key for Large Scale Curriculum Reform in Finland

Social support experiences by pupils in finnish secondary school

Koulun kehittämisestä opittua: Havaintoja merkityksen rakentamisen tärkeydestä

Primary school students' perceived social support in relation to study engagement

Teacher burnout profiles and proactive strategies

Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions

Curriculum coherence as perceived by district-level stakeholders in large-scale national curriculum reform in Finland

Differences in state- and district-level stakeholders' perceptions of curriculum coherence and school impact in national curriculum reform

Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

Special education teachers' experienced burnout

Student teachers' and pupils' co-regulated learning behaviours in authentic classroom situations in teaching practicums

Trajectories of Teachers' Perceived Curriculum Coherence in the Context of Finnish Core Curriculum Reform

Dynamic and shared sense-making in large-scale curriculum reform in school districts

Mikä on keskeistä hyvässä opetussuunnitelmaprosessissa?

Socially embedded academic emotions in school

Student teachers' emotional landscapes in self- and co-regulated learning

Student teachers' proactive strategies for avoiding study-related burnout during teacher education

From anxiety to enthusiasm: emotional patterns among student teachers

How does the learning environment in teacher education cultivate first year student teachers' sense of professional agency in the professional community?

Intensive studying or restlessness in the classroom: Does the quality of control matter?

Interrelations between principals' risk of burnout profiles and proactive self-regulation strategies

Osallistamista oppimassa : kohti yhtenäistä ja ymmärrettävää perusopetuksen opetussuunnitelmaa

Primary determinants of a large-scale curriculum reform National board administrators' perspectives

Shared sense making strategies in curriculum reform: District level perspective

Shared sense-making in curriculum reform - orchestrating the local curriculum work

Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout

Student-teachers' strategies in classroom interaction in the context of the teaching practicum

Students' Engaging School Experiences: A Precondition for Functional Inclusive Practice

Early career teachers' sense of professional agency in the classroom: Associations with turnover intentions and perceived inadequacy in teacher-student interaction

How does it feel to become a teacher? Emotions in teacher education

Large-scale curriculum reform in Finland - exploring the interrelation between implementation strategy, the function of the reform, and curriculum coherence

Leading a school through change - principals' hands-on leadership strategies in school reform

Perceptions and Attitudes Regarding Bioenergy among Science Teachers in Finland and India

Perceptions of bioenergy: Is there a need to improve them among instructors and young learners?

Social support as a contributor to student teachers' experienced well-being

Students' experiences of the development of emotional engagement

Teacher's professional agency - a relational approach to teacher learning

The anatomy of adolescents' emotional engagement in schoolwork

The way ahead for Finnish comprehensive school? Examining state-level school administrators' theory of change

What if teachers learn in the classroom?

Becoming a Teacher - Student Teachers' Learning Patterns in Teacher Education

Student teachers' key learning experiences - mapping the steps for becoming a professional teacher

Student teachers' self- and co-regulation of learning during teacher education

Teachers' professional agency and learning - from adaption to active modification in the teacher community

The Theory of Planned Behavior Model and Students' Intentions to Use Bioenergy: A Cross-Cultural Perspective

What contributes to first-year student teachers' sense of professional agency in the classroom?

When teaching gets tough - Professional community inhibitors of teacher-targeted bullying and turnover intentions

Strategies for academic engagement perceived by Finnish sixth and eighth graders.

Strategies for well-being and ethically sustainable problem-solving in teacher-student interaction

Student's emotional and cognitive engagement as the determinants of well-being and achievement in school

Subject Knowledge and Perceptions of Bioenergy among School Teachers in India: Results from a Survey

Teachers' professional beliefs about their roles and the pupil's roles in the school