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dc.contributor.authorVähäsantanen, Katja
dc.contributor.authorHökkä, Päivi
dc.contributor.authorPaloniemi, Susanna
dc.contributor.authorHerranen, Sanna
dc.contributor.authorEteläpelto, Anneli
dc.date.accessioned2017-07-11T06:45:16Z
dc.date.available2018-03-26T21:45:07Z
dc.date.issued2017
dc.identifier.citationVähäsantanen, K., Hökkä, P., Paloniemi, S., Herranen, S., & Eteläpelto, A. (2017). Professional learning and agency in an identity coaching programme. <i>Professional Development in Education</i>, <i>43</i>(4), 514-536. <a href="https://doi.org/10.1080/19415257.2016.1231131" target="_blank">https://doi.org/10.1080/19415257.2016.1231131</a>
dc.identifier.otherCONVID_26234395
dc.identifier.otherTUTKAID_71283
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/54907
dc.description.abstractThis article addresses the professional learning that occurred in an identity coaching programme. The arts-based programme aimed to enhance the participants’ professional learning, notably through helping them to process their professional identities. Professional learning was seen as resourced by the participants’ professional agency, and by the promotion of such agency. Through interviews, we investigated what the participants perceived they had learnt during the programme, and the potential differences in learning outcomes between professional groups from university and hospital contexts. The findings showed that the programme was perceived as a rich learning arena in the domains of the professional self (involving a crafted professional identity), professional relationships (involving increased knowledge of colleagues and becoming an active participant in the work community) and professional competencies (involving socio-emotional knowledge and skills). The professionals (academics and administrative personnel) from a university learnt more during the programme than did the nurses and physicians working in a hospital. The findings suggest that the primary emphasis in professional learning should be on professional identity and agency within the social relationships that exist in training and work settings. The article also presents our theoretical considerations regarding the connection between professional agency and learning.
dc.language.isoeng
dc.publisherRoutledge; International Professional Development Association
dc.relation.ispartofseriesProfessional Development in Education
dc.subject.otherprofessional learning
dc.subject.otherprofessional agency
dc.titleProfessional learning and agency in an identity coaching programme
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201707103279
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineAikuiskasvatustiedefi
dc.contributor.oppiaineAdult Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-07-10T12:15:04Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange514-536
dc.relation.issn1941-5257
dc.relation.numberinseries4
dc.relation.volume43
dc.type.versionacceptedVersion
dc.rights.copyright© 2016 International Professional Development Association (IPDA). This is a final draft version of an article whose final and definitive form has been published by Taylor & Francis. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber288925
dc.subject.ysoammatti-identiteetti
dc.subject.ysovalmennus
jyx.subject.urihttp://www.yso.fi/onto/yso/p12894
jyx.subject.urihttp://www.yso.fi/onto/yso/p3734
dc.relation.doi10.1080/19415257.2016.1231131
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThis work was supported by the Academy of Finland [Grant number 288925, The Role of Emotions in Agentic Learning at Work] and the Finnish Work Environment Fund [Grant number 112125]. The authors are grateful to the reviewers of the manuscript, to the interviewees, and to Donald Adamson, who polished the language of the article. They also wish to thank Salme Mahlakaarto, PhD, who was the coach in the identity coaching programme.


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