Yliopistosta työelämään : opintopolun työelämäorientaatiota tukemassa

2014

Constraints and challenges on learning and construction of identitites at work

2008

This paper analyses and discusses different constraints on workplace learning, vocational development and formation of identity. We ask how the learning and development of vocational identities are related to the various learning constraints and restrictions present in the socio-cultural contexts of the workplace. The study utilizes 20 interviews of industrial designers and nursing staff in Finland. The data on the vocational students was collected with Internet questionnaires (N = 1125) from these two fields; technology and transport, and social services and health care. The results indicated that constraints on learning and professional/vocational identity development at work were mainly …

Arviointi ja palaute oppimista tukemassa

2020

Perusopetuksen opetussuunnitelma korostaa arviointia edeltäjäänsä enemmän. Samoin se korostaa oppimisen yhteisöllistä luonnetta. Oppimisen arviointia on siten osattava kehittää ja toteuttaa uudenlaisissa, yhteisöllistä oppimista korostavissa oppimisympäristöissä ja ilmiölähtöisessä opetuksessa. Tässä artikkelissa kuvataan ensin ajankohtaisen tutkimuskirjallisuuden avulla nykytietämystä arvioinnista ja palautteesta. Tämän jälkeen arviointi- ja palautemuotoja tarkastellaan yhteisöllisiä toimintamuotoja ja ilmiöitä korostavassa laajassa opintokokonaisuudessa ja osoitetaan niiden rooli opiskelijoiden oppimiselle. Lomakeaineistoon (N=48, n=29) ja haastatteluihin (n=8) perustuvien analyysien muka…

Kasvatustieteen opiskelijoiden ammatillinen sosialisaatioprosessi harjoittelun aikana

2001

Opiskelijan oppiminen työelämäyhteistyössä : pedagoginen näkökulma

2022

Factors explaining the learning of generic skills : a study of university students’ experiences

2019

Although generic skills have received widespread attention from both policymakers and educationalists, little is known regarding how students acquire these skills, or how they should best be taught. Hence, the aim of this study was to identify what kinds of pedagogical practices are behind the learning of eight particular generic skills. The data were collected from university students (N = 163, n = 123) via Internet questionnaires. The findings from regression analyses showed that teaching practices involving collaboration and interaction as well as features of a constructivist learning environment and integrative pedagogy predicted the learning of generic skills – such as decision-making …

The role of positive atmosphere on learning generic skills in higher education - Experiences of physical education students

2022

The purpose of this study is to examine what kind of role does positive atmosphere play in learning generic skills. The study was carried out in the final year of Finnish physical education (PE) teacher education where teachers of this study module have developed their pedagogical practices for a long time to foster and maintain the positive learning atmosphere of the course. In this study the learning atmosphere was examined from the perspectives of students addressing the following research questions: (1) How do the students perceive and experience the constructed learning atmosphere? (2) What generic skills do PE students report to learn during the final year study module? (3) What kind …

Työelämäpedagogisia malleja

2020

Monipuolinen pedagogiikka tukee työelämätaitojen kehittymistä

2017

Rinnakkaisopetussuunnitelmasta yhteisöllisyyttä, osaamisen tunnistamista ja käytännön kokemusta yliopisto-opintojen ohessa

2022

Tässä artikkelissa kuvataan suomalaiselle koulutusjärjestelmälle vieraampaa toimintamuotoa, rinnakkaisopintosuunnitelmatoimintaa (extra-curricular activities). Toimintaa pilotoitiin Jyväskylän yliopistossa, jossa sen toteutusta seurattiin tutkimuksen avulla viisi vuotta. Kansainvälisten rinnakkaisopintosuunnitelmamallien mukaisesti suomalainen kokeilu perustui vapaaehtoistyön tekemiseen, mutta siihen kytkettiin mukaan ryhmäohjaus, joka tuki opiskelijan työskentelyä vapaaehtoistyöpaikassa ja auttoi opiskelijaa tunnistamaan kokeilun aikana kehittyvää osaamistaan. Pitkittäistutkimuksen aineisto kerättiin sekä haastatteluina että kyselylomakkeilla. Tulokset osoittavat, että rinnakkaisopintosuun…

Promoting Cooperation between Educational Institutions and Workplaces : Models of Integrative Pedagogy and Connectivity Revisited

2020

This theoretical review reflects on the development and application of the Integrative Pedagogical model as well as the Connective model investigating the organisation of learning in the interface between educational institutions and workplaces. The article explores the aspects that these two models emphasise, and identifies similarities and differences between them. Key studies on these approaches were reviewed to accomplish the task. The review shows how integrative pedagogy takes the individual’s learning as its starting point and how educators can support students by encouraging them to combine theoretical knowledge, experience and self-regulation in learning. While this model is pedago…

Developing social competence and other generic skills in teacher education : applying the model of integrative pedagogy

2016

The purpose of the study was to examine how social competence and other generic skills can be developed in teacher education using a pedagogical model called Integrative Pedagogy. This model is based on the idea of integrating the four basic components of expertise: Theoretical knowledge, practical knowledge, self-regulative knowledge, and sociocultural knowledge. The subjects of the study were 95 student-teachers. The data were collected with questionnaires. In addition to social skills, the student-teachers reported learning of domain-specific skills, generic academic skills, skills for acting creatively in different situations and development of independence. We conclude that the model o…

Field-Specific Educational Practices as a Source for Students' Vocational Identity Formation

2008

Although work-related identity research has undergone considerable expansion in recent years, vocational identity among students remains a neglected area. However, initial vocational education plays a crucial role in the process of lifelong learning. Accordingly, this chapter discusses students' vocational identity formation during their vocational education and training. As recent findings on vocational or professional identity emphasise its context-based or sociocultural construction, [the authors] examined students' vocational identity formation in two different fields: one) technology and transport, and two) social services and health care. [The authors'] quantitative data indicate that…

Characteristics of Workplace Learning Among Finnish Vocational Students

2009

In Finnish VET, students’ work experience is explicitly defined as workplace learning, instead of the practice of already learnt skills. Therefore, vocational students’ learning periods in the workplace are goal-oriented, guided and assessed. This paper examines the characteristics of students’ workplace learning and compares them with the characteristics of employees’ workplace learning. The data were collected with an Internet questionnaire from final-year vocational students (N = 3106). In total, 1603 students (52 %) answered the questionnaire. The data were analysed using quantitative methods. The results indicate that features typical of employees’ workplace learning can also be found …

Modelling competences and anticipating the future competence needs in the forest sector

2018

This explorative study examined practices of competence modelling in the forest sector organisations and how organisations anticipate changes in competence needs in the future. Semi-structured in-depth interviews (n=10) were conducted amongst forest sector experts in Finland and data was analysed by thematic analysis. The findings showed that the practices of modelling competences were diverse, most frequently used ones being superior-subordinate review discussions and quantitative competence surveys. In addition to these formal systems, informal modelling, especially on the team level and in smaller companies was also frequent. Organisations used competence modelling for several human reso…

Pedagogical practices predicting perceived learning of social skills among university students

2022

The aim of this study was to examine what kinds of pedagogical practices predict perceived learning of university students’ social skills in classes where these skills are not set as learning outcomes. Data were collected from students of various disciplines by means of a questionnaire and then analysed using regression analysis. Students’ learning of social skills was explained by pedagogical factors related to 1) the modes of teaching and learning, 2) the features of the constructivist learning environment, 3) the features of the integrative pedagogy, and 4) the circumstances pertaining to the atmosphere of the learning environments involved in their studies. Factors belonging to three of…

The stoichiometry of particulate nutrients in Lake Tanganyika — implications for nutrient limitation of phytoplankton

1999

We studied the potential nutrient limitation of phytoplankton by means of seston nutrient stoichiometry and nutrient enrichment bioassays in the epilimnion of Lake Tanganyika. In most cases, the particulate carbon to phosphorus (C:P) ratio was high and indicated moderate P deficiency, while the respective C:N ratio mainly suggested moderate N deficiency. The N:P ratios of seston indicated rather balanced N and P supply. In three two-day enrichment bioassays in April—May 1995, a combined addition of P, N and organic carbon (glucose) always increased primary production in comparison to untreated controls. Primary production also slightly increased after the addition of phosphate-P, while the …

Factors promoting vocational students’ learning at work: study on student experiences

2012

In order to promote effective pedagogical practices for students’ work-based learning, we need to understand better how students’ learning at work can be supported. This paper examines the factors explaining students’ workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and structural features of workplace and (3) educational practices related to the organising of WPL periods. The data were collected from final-year vocational students (N = 3106, n = 1603) via an Internet questionnaire. The findings from regression analysis showed that students’ WPL outcomes cannot be seen merely as consequences of student-related individual factors…

Finnish pre-service teachers’ perceptions of their strategic learning skills and collaboration dispositions

2019

To support the development of pupils’ 21st-century skills, teachers themselves must also be competent in these skills and learn them during pre-service teacher education. The aim of this study is to investigate what kind of profiles emerge among Finnish first-year pre-service teachers’ (N = 872) in terms of perceptions of their strategic learning skills and collaboration dispositions and what background variables explain membership of the profiles found. Latent profile analysis showed five student profiles corresponding to perceived strategic learning skills and collaboration dispositions. The most robust factor explaining the membership of the profiles was life satisfaction. Pre-service te…

Learning at the interface of higher education and work : Experiences of students, teachers and workplace partners

2022

Connectivity between education and workplaces is often seen as a central element in preparing students for the future labour market. This chapter presents findings from a study that examined strengthening the connectivity between Finnish higher education institutions and workplaces. The study focused on 11 work-related study modules where students carried out commissioned assignments or projects from companies or public sector organisations. The data were collected by interviewing 88 students, 35 teachers, and 17 workplace partners. Theory-driven and data-driven qualitative analyses focused on how students, teachers and workplace partners described the presage, process and product factors o…

Tutkinto takana : yliopistojen kandipalautekyselyn sekä maisterien ja tohtorien uraseurantakyselyjen 2018, 2019 ja 2020 tulokset

2021

Johdanto: Miksi työelämäpedagogiikkaa?

2020

Määrällisten tutkimusmenetelmäopintojen aikana syntyneet haavat sekä niiden juuret ja parannuskeinot : kasvatustieteen opiskelijoiden näkökulma

2022

Taitava Keski-Suomi -tutkimus Osa 1, Työssäoppiminen Keski-Suomessa

2005

Työssäoppiminen - harjoittelujärjestelmien lippulaiva

2014

Vuosituhannen vaihteessa osaksi ammatillista peruskoulutusta liitettiin työssäoppimisen järjestelmä. Sen myötä ammatillisille perustutkinto- opiskelijoille on tarjoutunut mahdollisuus oppia vähintään kuudesosa tutkintonsa vaatimuksesta työpaikoilla. Työssäoppiminen on käyttöönotostaan lähtien saanut positiivisen vastaanoton eri toimijoiltaan. Sen pedagoginen arvo on kuitenkin selviämässä vasta nyt vuosia myöhemmin, kun työssäoppimisen pilotteja ja alkuvaiheen toimintamalleja tarkastelleiden tutkimusten rinnalle on saatu uudempaa tutkimusta sekä ammatillisen peruskoulutuksen tilaa valaisevia tilastoja työssäoppimisen ajalta. Tässä artikkelissa perustellaan uusimpaan tutkimustietoon ja tilast…

Students' experiences of workplace learning in Finnish VET

2008

The Finnish vocational education and training system underwent remarkable transformations at the turn of the century. One of the biggest changes was introducing compulsory and guided on-the-job learning periods in all study programmes. In this article, students’ experiences of on-the-job learning and in particular of integrating school-based and work-based learning and guidance of students are examined. Data were gathered by an Internet questionnaire of final-year students at vocational institutes in the City of Helsinki (N=1282). The questionnaire was answered by 41 % of the students. In general, students were satisfied with connecting school-based and work-based learning and guidance in v…

Examining pre-service teachers' Technological Pedagogical Content Knowledge as evolving knowledge domains : A longitudinal approach

2019

The aim of this study is to outline the development and changes in pre‐service teachers' technological pedagogical content knowledge (TPACK) assessments during the first 3 years in teacher education. Specifically, research was conducted at three measurement points over a 3‐year teacher education period. The target group consisted of pre‐service teachers (N = 148) from three Finnish universities. Results indicate a growth in confidence related to all TPACK areas during the research period. The strongest gains were in pedagogical content knowledge. In addition, the gains were larger in other areas related to pedagogical knowledge than areas related to technology or content knowledge. In areas…

Ilmapiirillä on väliä oppimisessa

2019

Oppijan turvallisen olon on sanottu olevan kaiken oppimisen edellytys. Tämän vahvistavat myös viimeaikaiset tutkimukset: ilmapiiri vaikuttaa oppimiseen jopa oppijan kykyjä merkittävämmin. Oppimisympäristön ilmapiiriin onkin alettu kiinnittää yhä enemmän huomiota opetus- ja oppimistilanteiden järjestämisessä. nonPeerReviewed

Työelämäyhteistyö ammattikorkeakouluopettajan osaamishaasteena

2019

Tässä tutkimuksessa tarkasteltiin ammattikorkeakouluopettajien työelämäyhteistyön osaamishaasteita. Tutkimusaineisto kerättiin yksilö- ja ryhmähaastatteluilla, joihin osallistui 16 eri alojen ammattikorkeakouluopettajaa. Aineisto analysoitiin temaattisella analyysillä. Työelämäyhteistyön osaamishaasteina tulivat esille muutos koulutuksen ja työelämän suhteissa, verkostomainen opettajuus, monipuolisten taitojen hallinta ja pedagogiikan uudistaminen. Ammattikorkeakouluopettajien työelämäyhteistyö edellyttää uusien taitojen omaksumisen lisäksi yhteisöllisyyden kehittämistä niin työelämän kuin opiskelijoidenkin kanssa.

Opiskelijoiden oppiminen ammatillisen peruskoulutuksen työssäoppimisen järjestelmässä

2013

Työelämäpedagogiikka käsitteenä ja tutkimuskohteena

2020

Työelämäyhteistyöstä oppimisen ekosysteemeiksi

2020

Kohti tulevien asiantuntijoiden oppimisympäristöjen rakentamista

2011

Pedagogisen kehittämistyön lähtökohdaksi ei tarvitse aina ottaa uuden käytännön luomista, vaan jo olemassa olevia ja toimivaksi osoittautuneita käytäntöjä ja toimintamalleja voitaisiin hyödyntää kehittämistyössä nykyistä enemmän. Tässä artikkelissa pureudutaankin yliopisto-opiskelijoiden harjoittelujen kehittämiseen tutustumalla ammatillisen peruskoulutuksen hyväksi osoittautuneeseen työssäoppimisen järjestelmään. Artikkelissa esitellään ensin teoreettisella tasolla työssäoppimisen järjestelmän perusidea, jonka jälkeen empiriaan tukeutuen osoitetaan, mitkä järjestelmän osat näyttävät olevan keskeisessä roolissa opiskelijoiden työssä tapahtuvan oppimisen onnistumisessa. Lopuksi pyritään osoi…