Vocational teachers in the face of major educational reform: Individual ways of negotiating professional identities.

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dc.contributor.author Vähäsantanen, Katja
dc.contributor.author Eteläpelto, Anneli
dc.date.accessioned 2011-06-14T10:48:25Z
dc.date.available 2011-06-14T10:48:25Z
dc.date.issued 2009
dc.identifier.citation Vähäsantanen, K. & Eteläpelto, A. (2009). Vocational teachers in the face of major educational reform: Individual ways of negotiating professional identities. Journal of Education and Work, 22 (1), 15-33. Retrieved from http://www.tandf.co.uk/journals/titles/13639080.asp
dc.identifier.issn 1363-9080
dc.identifier.other TUTKAID_34823
dc.identifier.uri http://hdl.handle.net/123456789/27172
dc.description.abstract This paper examines how vocational teachers negotiate their professional identity in the context of a major externally imposed curriculum reform. The focus is on the teachers' orientations towards the reform in its initial stage. Sixteen Finnish vocational teachers were interviewed using open-ended narrative interviews. The data were analysed in accordance with data-driven qualitative analysis methods. From the teachers' accounts, three main orientations towards the reform were identified: a resistant orientation, an inconsistent orientation and an approving orientation, each based on the teachers' individual self-positioning towards the reform. Each orientation is illustrated using two narratives. The findings demonstrated that the teachers' orientations were shaped by their individual backgrounds, including their actual sense of their professional selves, their prior working experiences and their expectations of their professional future. In addition, the teachers' orientations were shaped by their social affordances, and first and foremost by the practices and traditions of the vocational study programmes.
dc.language.iso eng
dc.publisher Routledge, Taylor & Francis Group
dc.relation.ispartof Journal of Education and Work
dc.relation.uri http://www.tandf.co.uk/journals/titles/13639080.asp
dc.rights © Taylor & Francis. This is an electronic final draft -version of an article published in Journal of Education and Work, Volume 22 (1), 15-13.
dc.subject.other professional identity en
dc.subject.other ammatillinen opettaja fi
dc.subject.other vocational teacher en
dc.subject.other koulutusreformi fi
dc.subject.other identiteettineuvottelu fi
dc.subject.other educational reform en
dc.subject.other identity negotiation en
dc.subject.other ammatillinen identiteetti fi
dc.title Vocational teachers in the face of major educational reform: Individual ways of negotiating professional identities.
dc.type Article en
dc.identifier.urn URN:NBN:fi:jyu-2011061410997
dc.contributor.laitos Kasvatustieteiden laitos fi
dc.contributor.laitos Faculty of Education en
dc.contributor.oppiaine Aikuiskasvatustiede fi
jyx.tutka.volyme 22
jyx.tutka.mnumber 1
jyx.tutka.pagetopage 15-33
dc.type.uri http://purl.org/eprint/type/SubmittedJournalArticle
dc.identifier.doi doi:10.1080/13639080802709620
dc.date.updated 2011-06-13T21:30:04Z
dc.description.version Final draft
eprint.status http://purl.org/eprint/type/status/PeerReviewed

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