TY  - JOUR
T1  - Navigating Dual Roles: Professional Competence and Agency among School-Based Subject Teacher Educators
AU  - Vähä, Eliisa
AU  - Hirvonen, Riikka
AU  - Sormunen, Kari
AU  - Eronen, Lasse
PY  - 2025
DA  - December
Y2  - 2025
JF  - Journal of Teacher Education and Educators
PB  - İlknur GÖKÇE
WT  - DergiPark
SN  - 2147-0456
SP  - 240
EP  - 258
VL  - 14
IS  - 3
LA  - en
AB  - School based subject teacher educators (SBSTE) work at the intersection of teaching and teacher education. This study explores Finnish SBSTEs self-perceived professional competences and professional agency in their dual roles, based on cross-sectional survey data (N=118) from university teacher training schools. Using subject-centered socio-cultural framework, the findings show that professional competences, especially content and contextual ones, were perceived as significantly stronger in the role of teacher than that of teacher educator. Similarly, professional agencies, particularly being heard and exerting influence at work, were weaker in the educator role. While SBSTEs’ higher professional competence often supported stronger agency, commitment to the work did not require deep contextual knowledge. A postgraduate degree, mentoring education, or work experience influenced perceived agency only in some cases, whereas the professional role made a difference in most cases. These role-based differences can be interpreted through socio-cultural workplace conditions, traditions of autonomy, and power dynamics, as supported by both earlier international studies and current findings
KW  - teacher education
KW  - teacher training schools
KW  - school-based teacher educators
KW  - professional competence
KW  - professional agency
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UR  - https://dergipark.org.tr/en/pub/jtee/article/1721501
L1  - https://dergipark.org.tr/en/download/article-file/4967330
ER  -