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dc.contributor.authorVähäsantanen, Katja
dc.contributor.authorEteläpelto, Anneli
dc.date.accessioned2011-06-14T10:48:25Z
dc.date.available2011-06-14T10:48:25Z
dc.date.issued2009
dc.identifier.citationVähäsantanen, K., & Eteläpelto, A. (2009). Vocational teachers in the face of major educational reform: Individual ways of negotiating professional identities. <em>Journal of Education and Work </em>, 22 (1), 15-33. <a href="http://dx.doi.org/10.1080/13639080802709620">doi:10.1080/13639080802709620</a> Retrieved from <a href="http://www.tandf.co.uk/journals/titles/13639080.asp">http://www.tandf.co.uk/journals/titles/13639080.asp</a>
dc.identifier.otherTUTKAID_34823
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/27172
dc.description.abstractThis 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.isoeng
dc.publisherRoutledge, Taylor & Francis Group
dc.relation.ispartofseriesJournal of Education and Work
dc.relation.urihttp://www.tandf.co.uk/journals/titles/13639080.asp
dc.subject.otherprofessional identityen
dc.subject.othervocational teacheren
dc.subject.othereducational reformen
dc.subject.otheridentity negotiationen
dc.subject.otherammatillinen opettajafi
dc.subject.otherkoulutusreformifi
dc.subject.otheridentiteettineuvottelufi
dc.subject.otherammatillinen identiteettifi
dc.titleVocational teachers in the face of major educational reform: Individual ways of negotiating professional identities.
dc.typeArticle
dc.identifier.urnURN:NBN:fi:jyu-2011061410997
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosFaculty of Educationen
dc.contributor.oppiaineAikuiskasvatustiedefi
dc.type.urihttp://purl.org/eprint/type/SubmittedJournalArticle
dc.identifier.doi10.1080/13639080802709620
dc.date.updated2011-06-13T21:30:04Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange15-33
dc.relation.issn1363-9080
dc.relation.numberinseries1
dc.relation.volume22
dc.type.versionacceptedVersion
dc.rights.copyright© 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.rights.accesslevelopenAccessfi


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