Erkki T. Lassila

Erkki T. Lassila
Kobe University | Shindai · Graduate School of Human Development and Environment

Doctor of Education

About

15
Publications
1,297
Reads
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70
Citations
Citations since 2017
14 Research Items
70 Citations
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Introduction
Erkki T. Lassila is an assistant professor at the graduate school of human development and environment at Kôbe University. . His research interests are in the emotional and relational dimensions of teaching and teacher education, the sociocultural contexts in education, gifted education, socio-material theories and narrative research.
Additional affiliations
April 2020 - March 2022
Ehime University
Position
  • Researcher
Description
  • Conducting research on giftedness in Japanese STEAM education, funded by Jenny and Antti Wihuri Foundation.
August 2017 - April 2020
University of Oulu
Position
  • PostDoc Position
October 2013 - March 2016
Hokkaido University
Position
  • Student

Publications

Publications (15)
Article
Full-text available
This case study examines four Japanese pre-service teachers' (PST's) experience of learning Bob Moses' student-centered pedagogical framework (Moses & Cobb, 2001) in the context of teaching English as a foreign language, a subject arguably the most difficult for both Japanese students and teachers. The framework is most effective when used to teach...
Conference Paper
Full-text available
In this research, I examine the meaning of cross-cultural and comparative projects and research for STEAM education as an approach in Japanese (science) education. This examination is based on the author’s experiences, and both prior and on-going research focusing on gifted education and science education from a comparative perspective. Comparative...
Article
This research examines Super Science High Schools (SSH) as sites for gifted education. These schools represent the only government program in Japanese formal education explicitly aiming to foster the development of excellence in STEM subjects. Interview data with teachers from 3 SSH schools and a representative of a prefectural board of education,...
Chapter
This article focuses on the use of narrative pedagogies in teacher education from the perspective of teacher educators’ professional development. Narrative pedagogies emphasise the production of knowledge as a relational and shared process between teacher educators and student teachers. We reflect on three ways of employing narrative pedagogies: (1...
Article
Full-text available
This article focuses on what student teachers tell about the emotional dimension of their identities with self-portraits. Narrative interviews with self-portraits were conducted with two student teachers in the final stages of their studies. The interviews were analysed by using narrative analysis, followed by a thematic cross-analysis of the two e...
Article
This article examines emotionally challenging expectations in the relationships beginning teachers have with students' parents. The data consist of narrative interviews with 17 Japanese beginning teachers. Due to strong cultural and social norms prescribing appropriate social interactions, Japanese teachers have little leeway in negotiating parents...
Article
Artefacts can evoke stories. This article explores the use of artefacts in narrative pedagogies in the context of teachers' professional development during the induction phase. The research question is: What kind of stories about beginning teachers' work does the use of artefacts in narrative pedagogies evoke? The article is based on two peer group...
Article
The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. We employ a narrative approach and investigate how micropolitical conditions and strategies are portrayed in beginning teachers’ stories of parent–teacher relationships. The research material consists of narrative interviews with seven F...
Article
This article explores how student teachers use moral imagination when writing about an ethical dilemma. Moral imagination refers to the ability to consider a situation from a distance and to understand different perspectives through imagination. An ethical dilemma was presented in the form of a framing story, which the participating Austrian and Fi...
Article
This article contributes to theoretical discussions about beginning teachers’ work being both relational and emotional. Specifically, we have examined the tensions that frequently characterise the relationships between beginning and senior teachers. Our research material consisted of narrative interviews with seven beginning teachers and seven seni...
Article
Recent research has acknowledged the importance of the relationships of school principals with beginning teachers. However, little is known about how emotions inform these relationships from the beginning teacher's side. Applying the concept of emotional geographies, this paper explores the kinds of storied emotional distances that appear in the re...
Article
It has been increasingly acknowledged that emotions are a significant dimension in teachers’ work and professional development, and an inseparable part of reflection promoted in the research-based teacher education. However, at the same time the difficulty of prompting student-teachers to reflect on their emotions in teacher education has been reco...
Thesis
Full-text available
This research examines stories told by beginning teachers’ and asks what kinds of tensions characterise their work? In earlier research tensions have been seen as personal, but here the emphasis is on how they are embedded and born in the interaction between the teachers and the relational and micropolitical environments of their schools. Tensions...
Article
This narrative research explores the tensions that beginning teachers tell about their relationships with students between the ideals they have, and how the teachers experience those relationships in the micropolitical and relational environment of their everyday work. The phenomenon is approached through stories told by three Japanese beginning te...

Network

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Projects

Projects (3)
Project
The present project focuses on examining both Japanese and overseas theories, practices and teacher thinking on meeting the needs of the gifted and tracing the historical and cultural construction of Japanese views on gifted education. Through utilising wide variety qualitative data collected both domestically and overseas, and analysed within cross-cultural cooperation, the research aims in providing a base for creating a culturally appropriate model for educating Japanese teachers about the gifted and their education
Project
The proposed research project examines how equity and excellence, are produced in the policies and practices of Japanese STEAM (science, technology, engineering, art, and mathematics) education. It asks how cultural thinking influences this production, and how these policies and practices enable or hinder responses to the pedagogical needs of gifted students. The aim is to create systematic knowledge and practical models that can be used to improve education and influence policy making.