It is the Shared Aims, Trust and Compassion that Allow People to Prosper: Teacher Educators´ Lifelong Learning in Competence-based Education
Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of .
- Pub. date: April 15, 2022
- Pages: 965-980
- 505 Downloads
- 940 Views
- 5 Citations
Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work.
Keywords: Co-passion, dialogue, professional identity, sociocultural environment, transformation.
References
Ahlvik, C., & Paakkanen, M. (2017). Itsemyötätuntoa työelämään [Self-compassion to work life.] In A. P. Pessi, F. Martela, & M. Paakkanen (Eds.), Myötätunnon mullistava voima [The revolutionary power of compassion] (pp.151-165). PS Kustannus.
Bakke, D. W. (2005). Joy at work: A revolutionary approach to fun on the job. Penguin Group.
Bass, B. M. (1985). Leadership and performance beyond expectations. Free Press. https://doi.org/10.1002/hrm.3930250310
Billett, S. (2017). Developing domains of occupational competence: Workplaces and learner agency. In M. Mulder (Ed.), Competence-based vocational and professional education. Bridging the worlds of work and education (pp. 47-66). Springer. https://doi.org/10.1007/978-3-319-41713-4
Bohm, D. (1996). On dialogue. Routledge.
Boyd, R., & Myers, G. (1988). Transformative education. International Journal of Lifelong Education, 7(4), 261-284. https://doi.org/10.1080/0260137880070403
Buber, M. (1988). The knowledge of man. Humanities Press International, Inc.
Cranton, P. (1994). Understanding and promoting transformative learning. Jossey-Bass.
Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage Publications.
Cui, V., Vertinsky, I., Robinson, S., & Branzei, O. (2018). Trust in the workplace: The role of social interaction diversity in the community and in the workplace. Business and Society, 57, 378-412. https://doi.org/10.1177/0007650315611724
De Bruijn, E. (2012). Teaching in innovative vocational education in the Netherlands. Teachers and Teaching: Theory and practice, 18(6), 637–653. https://doi.org/10.1080/13540602.2012.746499
Dufva, M. (2020). Megatrendit 2020 [Megatrends 2020]. Erweko. www.sitra.fi
FeldmanHall, O., Dalgleish, T., Evans, D., & Mobbs, D. (2015). Empathic concern drives costly altruism. NeuroImage, 105, 347–356. https://doi.org/10.1016/j.neuroimage.2014.10.043
Ford, R., & Meyer, R. (2015). Competency-based education 101. Procedia Manufacturing, 3, 1473–1480. https://doi.org/10.1016/j.promfg.2015.07.325
Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, 8, 151-163. https://doi.org/10.1080/03075078312331379014
Geyer, A. L., & Steyrer, J. M. (1998). Transformational leadership and objective performance in banks. Journal of Applied Psychology, 47, 397-420. https://doi.org/10.5296/ijhrs.v10i4.17660
Gidley, J. (2013). Global knowledge futures: Articulating the emergence of a new meta-level field1. Integral Review, 9(2), 145-172.
Gidley, J. (2016). Postformal education: A philosophy for complex futures. Springer. https://doi.org/10.1007/978-3-319-29069-0
Grabov, V. (1997). The many facets of transformative learning theory and practice. New Directions for Adult and Continuing Education, 1997(74), 89-96. https://doi.org/10.1002/ace.7410
Guskey, T., & Gates, S. (1986). Synthesis of research on the effects of mastery learning in elementary and secondary classrooms. University of Kentucky Educational, School, and Counseling Psychology Faculty Publications. https://uknowledge.uky.edu/edp_facpub/23
Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, and effects. Teachers and Teaching, 25(5), 603–621. https://doi.org/10.1080/13540602.2019.1639499
Hiltunen, E. (2017). Mitä tulevaisuuden asiakas haluaa? [What does the future customer want?]. Docendo.
Inglehart, R. (2014). The silent revolution in Europe: Intergenerational change in post-industrial societies. American Political Science Review, 65(4), 991 – 1017. https://doi.org/10.2307/1953494
Isaacs, W. (1999). Dialogue and the art of thinking together. Doubleday. https://bit.ly/3ByZoZv
Jernigan, I. E., Beggs, J. M., & Kohut, G. F. (2002). Dimensions of work satisfaction as predictors of commitment type. Journal of managerial psychology, 17(7), 564–579. https://doi.org/10.1108/02683940210444030
Karjalainen, A. (2014). Pedagoginen-muutos-yliopisto-organisaatiossa-idealismia-vaiko-realismia? [Pedagogical change in university organization – idealism or realism?]. https://docplayer.fi/264167-
Karjalainen, A., & Nissilä, S. -P. (2008). Designing and piloting 60 ects-credit teacher education program for university teachers. Staff and Organization Development for Teaching and Research/ Personal- und Organisationsentwicklung in Einrichtungen der Lehre und Forschung, 2008(1+2), 24-28. https://bit.ly/3slZ9ge
Korthagen, F. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(4), 77-97. https://doi.org/10.1016/j.tate.2003.10.002
Korthagen, F., Attema-Noordewier, S., & Zwart, R. C. (2014). Teacher-student contact: exploring a basic but complicated concept. Teaching and Teacher Education, 40, 22-32. https://doi.org/10.1016/j.tate.2014.01.006
Kupferberg, F. (1996). Kreativ kaos i projektarbejdet. [Creative chaos in project work.] Aalborg Universitetsforlag.
Kuusi, O., Hiltunen, E., & Linturi, H. (2000). Heikot tulevaisuuden signaalit: Delfoi-tutkimus [Weak future signals: Delphi study]. Futura, 19(2), 21-24. https://www.doria.fi/handle/10024/22752
Lloyd Yero, J. (2002). Teaching in mind: How teacher thinking shapes education. MindFlight Pub.
Marshall, C., & Rossman, G. B. (2011). Designing qualitative research. Sage.
Marton, F., & Neuman, D. (1989). Constructivism and constitutionalism. Some implications for elementary mathematics education. Scandinavian Journal of Educational Research, 33(1), 35-46, https://doi.org/10.1080/0031383890330103
Menges, R., & Rando, W. (1989). What are your assumptions? Improving instruction by examining theories. College Teaching, 37, 54-60. https://doi.org/10.1080/87567555.1989.10532160
Merriam, S. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98. https://doi.org/10.1111/j.1559-3584.1981.tb00554.x
Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow et al. (Eds.), Fostering critical reflection in adulthood. A guide to transformative and emancipatory learning (pp.1-20). Jossey-Bass.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185-198. https://doi.org/10.12691/education-3-4-17
Ministerial Conference Bologna. (1999). The Bologna declaration of 19 June 1999. The European Ministers of Education. https://bit.ly/3sbsn2N
Morin, E. (2001). Seven complex lessons in education for the future. UNESCO.
Morin, E. (2008). On complexity. Hampton Press.
Niikko, A. (2003). Fenomenografia kasvatustieteellisessä tutkimuksessa [Phenomenography in educational research]. Joensuun Yliopisto [University of Joensuu].
Nissilä, S. -P. (2005). Individual and collective reflection: how to meet the needs of development in teaching? European Journal of Teacher Education. Special issue: Turning schools into learning organizations, 28(2), 209-219. https://doi.org/10.1080/02619760500093354
Nissilä, S. -P. (2010). Dynamic dialogue in learning and teaching. Towards transformation in vocational teacher education. VDM Publishing House Ltd.
Nissilä, S.-P. (2015). Designing and testing an educational program for professional development in workplaces. Sharing expertise in teachers´ peer group mentoring. In D. Hanesova (Ed.), Education – research – evaluation (pp. 81-99). Univerzita Mateja Bela, SR.
Nissilä, S.-P., & Karjalainen, A. (2020). Development of pedagogical thinking and awareness in higher education social contexts – Longitudinal study on teacher growing process. ePooki. Oulun ammattikorkeakoulun tutkimus- ja kehitystyön julkaisut 72 [e-Pooki, the publications of Oulu Applied University research and development work 72]. http://urn.fi:/urn:nbn:fi-fe2020091870039
Nissilä, S.-P., Karjalainen, A., Koukkari, M., & Kepanen, P. (2015). Towards competence-based practices in vocational education – what will the process require from teacher education and teacher identities? CEPS Journal, 5(2), 9-30. https://doi.org/10.26529/cepsj.140
Nordensvärd, J. (2014). The politics of education: Education from a political and citizenship discourse. Policy Futures in Education, 12(3), 340-346. https://doi.org/10.2304/pfie.2014.12.3.340
Schneider-Mayerson, M., & Leong, K. L. (2020). Eco-reproductive concerns in the age of climate change. Climatic Change, 163(2), 1007-1023. https://doi.org/10.1007/s10584-020-02923-y
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books. https://doi.org/10.1177/14733250090080010802
Schreier, M. (2012). Qualitative content analysis in practice. Sage.
Scott, S. M. (1997). The social construction of transformation. Journal of transformative Education, 1(3), 264-284. https://doi.org/10.1177/1541344603001003006
Senge, P. (1990). The fifth discipline. Doubleday. https://doi.org/10.1002/hrm.3930290308
Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. Random House.
Simola, H., Hansen, P., Lanas, M., Niemelä, M., Nikkola, T., Saari, A., & Säntti, J. (2021). Kanava: Mediaseksikkyys ei saa korvata tutkimusnäyttöä- Koulua pitää kehittää kouluna eikä muotivirtausten mukaan [Channel: Media sexiness must not replace research evidence -School must be developed as a school and not according to fashion trends]. Suomen Kuvalehti. https://bit.ly/3Jg79GD
Singer, T., & Klimecki, O. (2014). Empathy and compassion. Current Biology, 24(18), 875-878. https://doi.org/10.1016/j.cub.2014.06.054
Spännäri, J. (2016, July 10-14). Compassion – the key to meaningful and decent work [Paper presentation]. The 3rd Isa Forum of Sociology, Vienna Austria.
Tynjälä, P. (2016). Asiantuntijan tieto ja ajattelu. [Expert knowledge and thinking.] In E. Kallio (Ed.), Ajattelun kehitys aikuisuudessa: Kohti moninäkökulmaisuutta [Development of adult thinking: Towards multifaceted thinking] (pp 227–244). Suomen Kasvatustieteellinen Seura.
Van Laar, D., Edwards, J. A., & Easton, S. (2007). The work-related quality of life scale for healthcare workers. Journal of Advanced Nursing, 60(3), 325–333. https://doi.org/10.1111/j.1365-2648.2007.04409.x
Van Manen, M. (1999). Knowledge, reflection, and complexity in teacher practice. In M. Lang, J. Olson, H. Hansen & W. Bunder (Eds.), Changing schools/ changing practices: Perspectives and educational reform and teacher professionalism (pp. 65-75). Grant Publishers.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Journal of mathematics teacher education, 6(2),185-194. https://doi.org/10.1017/CBO9780511803932
Wenger, E. (2010). Communities of practice and social learning systems: The career of a concept. In C. Blackmore (Ed.), Social systems and communities of practice (pp. 179-180). Springer. https://doi.org/10.1007/978-1-84996-133-2
Wilenius, R., & Halonen, T. (2017). Patterns of the future: understanding the next wave of global change. World Scientific Publishing Europe Ltd. https://doi.org/10.1142/q0083
Wood, S., van Veldhoven, M., Croon, M., & de Menezes, L. M. (2012). Enriched job design, high involvement management and organizational performance: The mediating roles of job satisfaction and well-being. Human Relations, 65(4), 419-446. https://doi.org/10.1177/0018726711432476