In Finnish society, subject teachers face heightened expectations and responsibilities as class tutors in secondary education. Surprisingly, class tutoring remains undefined in legislation, the national core curriculum, and research. This study pioneers in establishing a theoretical and pedagogical basis for class tutoring. This interdisciplinary and mixed-method research provides important theoretical, educational, and societal implications to strengthen class tutors’ professionality and support positive youth development among adolescents.
Below our poster that was presented at Earli Sig 11&13 conference at Oxford on August 13, 2024.
