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.
Published inEmerging perspectives in workplace learning/edited by S. Billett, C. Harteis, and A. Eteläpelto
© 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. ...
MetadataShow full item record
Showing items with similar title or keywords.
Teachers’ professional agency in a centralisation-decentralisation system and a hierarchical cultural context : the case of Hong Kong Lau, Josephine; Vähäsantanen, Katja; Collin, Kaija (Routledge, Taylor & Francis, 2022)Teachers are frontline actors in actualising educational innovations. In some contexts, teachers’ professional agency is undervalued. This study investigated teachers’ agency and its related workplace affordances in Hong ...
Me, you and the dance : effects of individual differences and social context on music-induced movement Carlson, Emily (Jyväskylän yliopisto, 2018)To dance is usually to dance with someone else. Dance often takes place in social contexts such as a club or party, where individuals’ movements not only reflect their own traits and feelings but can the movements of ...
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 ...
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 ...