Kettunen-Tynj%C3%A4l%C3%A42021_BridgingTheGap.pdf
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Bridging the gap between research and practice : using phenomenographic findings to develop training for career practitioners

Main Authors
Kettunen, Jaana Tynjälä, Päivi
Format
Articles Research article
Published
2022
Series
International Journal for Educational and Vocational Guidance
Subjects
This study contends that phenomenography offers both a useful research method and practical tools for developing education and training for career practitioners. After introducing the basic principles of phenomenography, the study reviews previous research on its potential in developing pedagogical practices. It explores how the phenomenographic findings were utilized to design an online skills training programme for career practitioners. The study finds that phenomenographic research serves three practical pedagogical purposes: (1) revealing how learners understand certain concepts or phenomena, (2) elucidating how these understandings differ
and (3) identifying critical aspects in helping learners to widen and deepen their understanding.
fenomenografia
tutkimusmenetelmät
pedagogiikka
ohjaus (neuvonta ja opastus)
kehittäminen
käsitteet
ymmärtäminen
opinto-ohjaus
koulutus
käsitykset
uraohjaus
oppilaanohjaus
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/89745556
Publisher
Springer Science and Business Media LLC
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202105313313Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
1873-0388
DOI
https://doi.org/10.1007/s10775-021-09483-2
Language
English
Published in
International Journal for Educational and Vocational Guidance
Citation
  • Kettunen, J., & Tynjälä, P. (2022). Bridging the gap between research and practice : using phenomenographic findings to develop training for career practitioners. International Journal for Educational and Vocational Guidance, 22(1), 247-262. https://doi.org/10.1007/s10775-021-09483-2
License
CC BY 4.0Open Access
Additional information about funding
Open access funding provided by University of Jyväskylä (JYU).
Copyright© The Author(s) 2021

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