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dc.contributor.authorVähäsantanen, Katja
dc.contributor.authorEteläpelto, Anneli
dc.date.accessioned2011-10-05T13:50:51Z
dc.date.available2012-03-31T21:45:03Z
dc.date.issued2011
dc.identifier.citationVähäsantanen, K., & Eteläpelto, A. (2011). Vocational teachers’ pathways in the course of a curriculum reform. <em>Journal of Curriculum Studies</em>, 43 (3), 291-312. <a href="http://dx.doi.org/10.1080/00220272.2011.557839">doi:10.1080/00220272.2011.557839</a>
dc.identifier.otherTUTKAID_45718
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/36761
dc.description.abstractTeachers face continuous changes, many of which significantly influence their professional identities and work practices. This study investigates Finnish vocational teachers’ pathways in the course of a curriculum reform. The data were obtained by interviewing 14 vocational teachers twice, i.e. at the initial and later stages of the reform. This study used a narrative approach to analyse the interviews as whole and also to illustrate variations between teachers. The teachers were found to exhibit distinctive pathways through the reform: an empowerment pathway, a critical but adaptive pathway, an open and expectant pathway, a successful transformation pathway, and a struggling pathway. The pathways demonstrated that the teachers’ self‐positioning in respect of the reform and their own professional identities showed varying degrees of continuity and transformation. The teachers changed or sustained their positions and identities, on the basis of their individual interpretations of the experiences and emotions they underwent during the reform. The paper concludes with a discussion of professional identity and agency in the reform context, and looks at the consequences of the reform for teachers.en
dc.language.isoeng
dc.relation.ispartofseriesJournal of Curriculum Studies
dc.subject.othercurriculum reformen
dc.subject.otherprofessional identityen
dc.subject.othervocational education teachersen
dc.subject.otherlongitudinal studiesen
dc.subject.otheragencyen
dc.subject.otheropetussuunnitelmareformifi
dc.subject.otherammatillinen identiteettifi
dc.subject.otherammatillinen opettajafi
dc.subject.otherpitkittäistutkimusfi
dc.subject.othertoimijuusfi
dc.titleVocational teachers pathways in the course of a curriculum reform
dc.typeArticle
dc.identifier.urnURN:NBN:fi:jyu-2011100111480
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosFaculty of Educationen
dc.contributor.oppiaineAikuiskasvatustiedefi
dc.type.urihttp://purl.org/eprint/type/SubmittedJournalArticle
dc.date.updated2011-09-30T21:31:32Z
dc.contributor.publisherRoutledge
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange291-312
dc.relation.issn1366-5839
dc.relation.numberinseries3
dc.relation.volume43
dc.type.versionacceptedVersion
dc.rights.copyright© Routledge. This is an electronic final draft version of an article published in Journal of Curriculum Studies, which is available online at: www.tandfonline.com.en
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1080/00220272.2011.557839


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