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dc.contributor.authorTarnanen, Mirja
dc.contributor.authorKostiainen, Emma
dc.contributor.authorKaukonen, Vili
dc.contributor.authorMartin, Anne
dc.contributor.authorToikka, Teppo
dc.date.accessioned2021-07-28T10:20:06Z
dc.date.available2021-07-28T10:20:06Z
dc.date.issued2021
dc.identifier.citationTarnanen, M., Kostiainen, E., Kaukonen, V., Martin, A., & Toikka, T. (2021). Towards a learning community : understanding teachers’ mental models to support their professional development and learning. <i>Professional Development in Education</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/19415257.2021.1959383" target="_blank">https://doi.org/10.1080/19415257.2021.1959383</a>
dc.identifier.otherCONVID_99136310
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77229
dc.description.abstractAmidst societal, demographic and educational changes, teachers are expected to engage in professional development and learning (PDL) throughout their careers. This study explores school teachers’ mental models about their work in the framework of Senge’s learning organisation, aiming to support their PDL during curriculum reform and organisational changes. The study’s data comprise 41 semi-structured interviews with each teacher in one school community. These interviews were analysed using qualitative, data-driven yet theory-informed content analysis. In the first analysis phase, fragments of mental models concerning teachers’ work and their school community were explored. These fragments included themes such as school rules, principal’s role and working with colleagues. The findings show that the teachers’ mental models regarding their work and school community can be characterised as contradictory and even opposite. In the second phase, these fragments were brought together to form a systemic, holistic picture of the school community, consisting of mental models on system management, teaching community, classroom, students and leadership. Finally, the teachers’ mental models are discussed vis-à-vis their importance in individually and socially supporting teachers’ PDL when the school community is undergoing diverse changes.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge, Taylor & Francis
dc.relation.ispartofseriesProfessional Development in Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherprofessional development and learning
dc.subject.othersystems thinking
dc.subject.othermental models
dc.subject.otherschool community
dc.titleTowards a learning community : understanding teachers’ mental models to support their professional development and learning
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202107284400
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1941-5257
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 the Authors
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumberOKM/41/523/2017
dc.subject.ysomuutos
dc.subject.ysoammatillinen kehitys
dc.subject.ysokouluyhteisö
dc.subject.ysoyhteiskunnallinen muutos
dc.subject.ysoopettajat
dc.subject.ysooppiminen
dc.subject.ysoosaamisen kehittäminen
dc.subject.ysooppiva organisaatio
dc.subject.ysosysteemiajattelu
dc.subject.ysokehittäminen
dc.subject.ysotäydennyskoulutus
dc.subject.ysomentaaliset ominaisuudet
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p277
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p8558
jyx.subject.urihttp://www.yso.fi/onto/yso/p2954
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p38391
jyx.subject.urihttp://www.yso.fi/onto/yso/p9728
jyx.subject.urihttp://www.yso.fi/onto/yso/p24299
jyx.subject.urihttp://www.yso.fi/onto/yso/p4230
jyx.subject.urihttp://www.yso.fi/onto/yso/p6266
jyx.subject.urihttp://www.yso.fi/onto/yso/p115
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/19415257.2021.1959383
dc.relation.funderOpetus- ja kulttuuriministeriöfi
dc.relation.funderMinistry of Education and Cultureen
jyx.fundingprogramMuutfi
jyx.fundingprogramOthersen
jyx.fundinginformationThis work was supported by the Ministry of Education and Culture under Grant OKM/41/523/2017.


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