Minna Körkkö

Frangou, S-M. & Körkkö, M. (2020). Model of technology enhanced affective learning. In T-C. Huang, T-T. Wu, J. Barroso, F. E. Sandnes, P. Martins, & Y-M. Huang (Eds.), Innovative Technologies and Learning: Third International Conference, ICITL 2020 Porto, Portugal, November 23–25, 2020 Proceedings (pp. 582–590). Cham: Springer.

Ketonen, L., Körkkö, M., & Pöysä, S. (2023). Authentic assessment as a support for student teachers’ reflection. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2023.2229004

Korte, S-M., Körkkö, M., Maxwell, G., Beaton, M., Hast, M., Keskitalo, P., Kyrö-Ämmälä, O. & Mommo, S. (2023). Professional educators in the Circumpolar North: A model for the digital competence of future teachers. Arctic Yearbook 2023 Special Issue: Arctic Pandemics. https://arcticyearbook.com.

Korte, S-M., Körkkö, M., Paksuniemi, M., Hast, M., Sanna, M. & Keskitalo, P. (2022). Experiences of remote teaching, technological pedagogical competencies and workload of teachers in northern Finland during the COVID-19 pandemic. Education in the North, 29(2), 68–93. https://doi.org/10.26203/p6gp-9729
5_EITN_2022_02_06_Korte.pdf (abdn.ac.uk)

Korte, S-M., Körkkö, M., Paksuniemi, M., Hast, M., Sanna, M. & Keskitalo, P. (2022). Pohjois-Suomen opettajien kokemuksia etäopetuksesta, teknologis-pedagogisesta osaamisesta sekä työn kuormittavuudesta COVID-19 pandemian aikana. Education in the North, 29(2), 94–119. https://doi.org/10.26203/ncs2-0v80
6_EITN_2022_02_06_Korte_Finnish.pdf (abdn.ac.uk)

Körkkö, M. (2021). Towards meaningful reflection and a holistic approach: Creating a reflection framework in teacher education. Scandinavian Journal of Educational Research, 65(2), 258–275. https://doi.org/10.1080/00313831.2019.1676306

Körkkö, M. (2019). Immigrant Students in the Finnish Educational System. Paksuniemi, M. & Keskitalo, P. (Eds.), Introduction to the Finnish Educational System. Netherlands: Brill, pp. 81–95.

Körkkö, M. & Ketonen, L. (2023). Itsenäinen osaamisalue vai kaikkien taitojen äiti: Reflektiivisyyden merkitys opettajan osaamiselle [Independent competence area or mother of all competences: The role of reflection for teacher competence]. Kasvatus & Aika, 17(1), 184–202. https://doi.org/ 10.33350/ka.116947 https://journal.fi/kasvatusjaaika/article/view/116947/77141 

Körkkö, M., Kotilainen, M-R., Toljamo, S., & Turunen, T. (2022). Developing teacher in-service education through a professional development plan: Modelling the process. European Journal of Teacher Education, 45(3), 320–337. https://doi.org/10.1080/02619768.2020.1827393 https://www.tandfonline.com/doi/pdf/10.1080/02619768.2020.1827393

Körkkö, M., Kyrö-Ämmälä, O. & Turunen, T. (2021). VEO as part of reflective practice in the primary teacher education programme in Finland. In P. Seedhouse, (Ed.), Video Enhanced Observation for language teaching: Reflection and professional development. Bloomsbury Publishing.

Körkkö, M., Kyrö-Ämmälä, O., & Lakkala, S. (2020). Educating reflective practitioners through video-elicited reflection. In N. E. Fenton & W. Ross (Eds.), Critical Reflection on Research in Teaching and Learning (pp. 34–51). Brill. https://doi.org/10.1163/9789004436657_003

Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198–206. https://doi.org/10.1016/j.tate.2016.01.014

Körkkö, M. & Lutovac, S. (2024). Relational perplexities of today’s teachers: social-emotional competence perspective. Teaching Education. https://www.tandfonline.com/doi/full/10.1080/10476210.2023.2298194