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Gunilla Eklund
Gunilla Eklund
Gunilla Eklund

Ed.D. Gunilla Eklund

Associate Professor in Education
Faculty of Education and Welfare Studies
Åbo Akademi University
PB 311, 65101 Vasa, Finland
 Gunilla.Eklund@abo.fi

PUBLICATIONS
PUBLICATIONS
 

Articles in International Scientific Journals with Referee (a selection)



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

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

Sundqvist, K., Korhonen, J. & Eklund, G. (2020). Predicting Finnish subject-teachers' ICT use in Home Economics based on teacher- and school-level factors. Education Inquiry. DOI: org/10.1080/20004508.2020.1778609.

Aspfors, J., Eklund, G. & Hansén, S-E. (2019). Early career teachers' experiences of developing professional knowledge - from research-based teacher education through five years in the profession. Nordisk Tidskrift för Allmän Didaktik, 5(1), 2-18.

Eklund, G., Aspfors, J. & Hansén, S-E. (2019). Master's thesis - a tool for professional development. Newly qualified teachers' experiences of master's theses in research-based teacher education. Nordic Journal of Education and Practice, 13(2), 76-92.DOI: org/10.23865/up.v13.1973

Bendtsen, M., Eklund, G., Forsman, L. & Pörn, M. (2019). Student teachers' experoiences of action research-based projects: Two cases within initial teacher education in Finland. Educational Action Research. DOI:10.1080/09650792.1684969
 

Jakhelln, R., Eklund, G., Aspfors, J. Bjørndahl, K. & Stølen, G. (2019). Newly qualified teachers' understanding of research-based teacher education practices in Finland and Norway. Scandinavian Journal of Educational Practices.DOI:10.1080/00313831.2019.1659402

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

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

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

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

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

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

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

Hansén, S-E, Sjöberg, J. & Eklund-Myrskog, G. (2005). Must know, good to know, nice to know. Kärnstoffsanalys i lärarutbildningar. Nordisk Pedagogik, 4, 400-412.

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

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

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

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

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

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

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

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

Articles/Chapters in books (a selection)

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

Nyberg, R. & Eklund, G. (2012). Ange källor i texten. I R. Nyberg & A. Tidström, (Red.), Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar (s. 271-292). Lund: Studentlitteratur.

Nyberg, R. & Eklund, G. (2012). Gör källförteckning. I R. Nyberg & A. Tidström, (Red.), Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar (s. 293-312). Lund: Studentlitteratur.

Eklund, G. & Sjöberg, J. (Red.), (2010). Att växa till lärare. (Specialutgåva Nr. 4). Vasa: Åbo Akademi, Pedagogiska fakulteten.

Eklund, G. (2010). Student teachers’ views of the scientific thesis within teacher education in Finland. I G. Eklund & J. Sjöberg (Red.), Att växa till lärare. (s. 11-28). (Specialutgåva Nr. 4). Vasa: Åbo Akademi, Pedagogiska fakulteten.

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

Myrskog, G. (1993). Tankar om inlärning. En studie av lärarstuderandes uppfattningar av inlärning i relation till olika kontexter inom lärarutbildningen (Rapport Nr. 6). Licentiate thesis. Vasa: Åbo Akademi, Pedagogiska fakulteten.

Conference Paper Presentations with Referee (a selection)


Aspfors, J., Eklund, G., Hansén, S-E., Fiskum, T. A., Hokand, A. M., Jegstas, K., Orset, A-K., Pajchel, K. & Valle, A. M. (2019, November). Teacher educators' perceptions on scientifically designed teacher education in a Finnish and Norwegian context. Paper presented atden åttonde nordiska läroplansteoretiska konferensen, Vasa, Finland.

Bendtsen, M., Eklund, G., Forsman, L. & Pörn,M. (2019, September). Student teachers' experiences of action research-based projects: Two cases within initial teacher education in Finland. Paper presented at the European Conference on Educational Research, Hamburg, Germany.

Pachel, K., Jegstad, K., Eklund, G., Albergsjö, S. G., Dokken Sollid, P. Ö. (2019, August). Practice teachers' views and and experiences of research-based teacher education - a case within initial teacher education in Norway. Paper presented at the European Science Education Research Association Conference, Bologna, Italy.

Eklund, G. (2019, March). Student teachers’ experiences of writing their master’s theses as action research based projects. Paper presented at Nordisk Förening för Pedagogisk Forskning konferens, Uppsala, Sverige.

Haagensen, J., Eklund, G. & Aspfors, J. (2019, March). Newly qualified teachers’ perceptions of their relational competence. Paper presented at Nordisk Förening för Pedagogisk Forskning konferens, Uppsala, Sverige.

Eklund, G. (2018, May). Master’s thesis in teacher education: experiences from a Finnish case. Paper presented at den Femtonde Nordiska lärarutbildningskonferens, Vasa, Finland.

Jakhelln, R., Eklund, G., Aspfors, J., Bjørndal, K. & Stølen, G (2018, March). Newly qualified teachers’ understanding of research-based teacher education in Finland and Norway. Paper presented at Nordisk Förening för Pedagogisk Forskning konferens, Oslo, Norway.

Aspfors, J. & Eklund, G. (2017, August). Early career teachers' experiences of professional knowledge from a research-based teacher education in Finland. Paper presented at The European Conference on Educational Research, Copenhagen, Denmark.

Aspfors, J. & Eklund, G. (2017, March). Student teachers' experiences of teacher education in Finland. Paper presented at Nordisk Förening för Pedagogisk Forskning konferens, Copenhagen, Denmark.

Aspfors, J. & Eklund, G. (2016, Augusti). Newly qualified teachers’ experiences of the research-based teacher education in Finland. Paper presented at The European Conference on Educational Research, Dublin, Ireland.

Eklund, G. (2015). A Research-oriented teacher Education in Finland – Challenges and Opportunities. Paper presented at The Inaugural Asian Conference on Education and International Development, Osaka, Japan.

Eklund, G (2014, April). A research-based teacher education in Finland - a dilemma for the students. Paper presented at International Symposium on Education and Psychology, Nagoya, Japan.

Eklund, G. (2012, Mars). Student teachers’ views of research and science within teacher education in Finland. Paper presented at Nordisk Förening för Pedagogisk Forskning konferens, Copenhagen, Denmark

Eklund, G. (2009, September). Student teachers’ views of the scientific thesis within teacher education in Finland. Paper presented at The European Conference on Educational Research, Vienna, Austria.

Eklund-Myrskog, G. (2007, Augusti). Student teachers' ideas of writing a scientific thesis within teacher education in Finland. Paper presented at The European Conference for Research on Learning and Instruction, Budapest, Ungern.

Eklund-Myrskog, G. (2006, September). Student teachers' ideas of writing a scientific thesis within teacher education in Finland. Paper presented at The European Conference on Educational Research conference, Geneve, Schweiz.

Hansén, S-E, Sjöberg, J. & Eklund-Myrskog, G. (2005, Mars). Must know, good to know, nice to know - A core content analysis of Pedagogy in Teacher Education. Paper presented at Nordisk Förening för Pedagogisk Forskning konferens, Oslo, Norge.

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