Show simple item record

dc.contributor.authorTöytäri, Aija
dc.contributor.authorTynjälä, Päivi
dc.contributor.authorPiirainen, Arja
dc.contributor.authorIlves, Vesa
dc.date.accessioned2017-12-07T07:36:26Z
dc.date.available2018-09-23T21:35:44Z
dc.date.issued2017
dc.identifier.citationTöytäri, A., Tynjälä, P., Piirainen, A., & Ilves, V. (2017). Higher education teachers’ descriptions of their own learning : a quantitative perspective. <i>Higher Education Research and Development</i>, <i>36</i>(6), 1295-1304. <a href="https://doi.org/10.1080/07294360.2017.1303455" target="_blank">https://doi.org/10.1080/07294360.2017.1303455</a>
dc.identifier.otherCONVID_26922014
dc.identifier.otherTUTKAID_73342
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/56159
dc.description.abstractIn this large-scale study, higher education teachers’ (n = 1028) descriptions of their own learning are examined with quantitative analyses. The study follows up an earlier qualitative study that, using a phenomenographic approach, identified four different ways in which teachers at Finnish universities of applied sciences described their own learning. The purpose of the present study was to find out how teachers’ descriptions were divided into the categories formed in the previous study and to examine whether teachers’ descriptions of their learning differ according to their position, gender and age. The results show that most teachers described their learning as an individual activity. Differences between teacher, gender and age groups were found. Lecturers were represented more often than senior lecturers in the category of individual learning, and male teachers more often than their female colleagues. Individualistic learning was especially typical of lecturers under 50 years of age.
dc.language.isoeng
dc.publisherRoutledge; Higher Education Research & Development Society of Australasia
dc.relation.ispartofseriesHigher Education Research and Development
dc.subject.otherdescriptions of learning
dc.subject.otherhigher education teachers
dc.subject.otheruniversity of applied sciences
dc.titleHigher education teachers’ descriptions of their own learning : a quantitative perspective
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201712074506
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosLiikuntatieteellinen tiedekuntafi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosFaculty of Sport and Health Sciencesen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFysioterapiafi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.contributor.oppiainePhysiotherapyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-12-07T07:15:04Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1295-1304
dc.relation.issn0729-4360
dc.relation.numberinseries6
dc.relation.volume36
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 HERDSA. 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.subject.ysokvantitatiivinen tutkimus
dc.subject.ysooppiminen
dc.subject.ysooppimiskäsitykset
dc.subject.ysoopettajat
dc.subject.ysolehtorit (opettajat)
dc.subject.ysoammattikorkeakoulut
jyx.subject.urihttp://www.yso.fi/onto/yso/p18834
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p6332
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p2556
jyx.subject.urihttp://www.yso.fi/onto/yso/p10564
dc.relation.doi10.1080/07294360.2017.1303455


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record