Teacher educators' workplace learning : the interdependency between individual agency and social context
Hökkä, P., Rasku-Puttonen, H., & Eteläpelto, A. (2008). Teacher educators’ workplace learning: the interdependency between individual agency and social context. In S. Billett, C. Harteis, and A. Eteläpelto (Eds.) Emerging perspectives in workplace learning. Rotterdam: Sense Publishers.
Julkaistu sarjassa
Emerging perspectives in workplace learning/edited by S. Billett, C. Harteis, and A. EteläpeltoPäivämäärä
2005Tekijänoikeudet
© 2008 Sense Publishers
In order to promote collaboration among teacher-students it is essential that teacher educators themselves can collaborate and learn through participation in work organisation communities. Yet we do have quite limited understanding of teacher education organisations and how they promote collaboration and thus workplace learning among teacher educators. In this chapter our aim is to examine the interdependency between social context of teacher education department and individual agency of educators in order to get a better understanding of teacher educators' workplace learning. We ask how educators can practice their professional identity and agency and how to characterise the interdependency between social context and individual agency. We sought answers by interviewing eight Finnish teacher educators and analysed the interview data in accordance with data-driven qualitative approach. Findings suggest that social context in this organisation affords teacher educators many possibilities to practice their agency by developing their own practices and teaching. However, social context does not enhance boundary crossing between communities of practice and impedes collaboration of educators. Hence, this may prevent educators' workplace learning and also organisational development of the teacher education department.
...
Julkaisija
Sense PublishersMetadata
Näytä kaikki kuvailutiedotKokoelmat
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Me, you and the dance : effects of individual differences and social context on music-induced movement
Carlson, Emily (Jyväskylän yliopisto, 2018) -
Teacher educators amid conflicting demands : tensions between individual and organizational development
Hökkä, Päivi (University of Jyväskylä, 2012) -
The connection between forms of guidance for inquiry-based learning and the communicative approaches applied : a case study in the context of pre-service teachers
Lehtinen, Antti; Lehesvuori, Sami; Viiri, Jouni (Springer Netherlands, 2019)Recent research has argued that inquiry-based science learning should be guided by providing the learners with support. The research on guidance for inquiry-based learning has concentrated on how providing guidance affects ... -
Teacher-child interactions as a context for developing social competence in toddler classrooms
Salminen, Jenni; Pakarinen, Eija; Poikkeus, Anna-Maija; Laakso, Marja-Leena; Lerkkanen, Marja-Kristiina (Suomen varhaiskasvatus ry, 2022)The present study investigates the quality and variability of teacher-child interactions in relation to children’s social competence in Finnish toddler classrooms. The participants included 242 toddlers (114 girls, 128 ... -
The relationships between pre-service primary teachers' teaching and instructing/coaching orientations, and their perceived strengths in teaching physical education at the primary level
Valtonen, Juha; Hirvensalo, Mirja; Reunamo, Jyrki; Ruismäki, Heikki (Scientific Research Publishing, Inc., 2014)Abstract. This study explored if the orientations towards instructing/coaching in physical activities (PA) and teaching physical education (PE) affect the perceived strengths in teaching PE at the primary level ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.