Search results for "Agency"
showing 10 items of 578 documents
Jóvenes transitando a la educación posobligatoria: el reflejo de la injusticia hermenéutica en sus discursos
2020
Los factores que influyen en las elecciones de los jóvenes a la hora de transitar de la etapa educativa obligatoria a la posobligatoria han sido ampliamente estudiados. La confluencia de factores estructurales y de agencia en las transiciones escolares ha sido probada. Sin embargo, estos resultados no necesariamente reflejan la conciencia que los jóvenes tienen de dichos condicionantes, así como la medida en que consideran que estos les afectan. Sostiene Miranda Fricker (2017) que cuando una grieta en los recursos de interpretación colectivos hace que una o varias personas se encuentren en posición de desventaja con respecto a la comprensión de sus propias experiencias sociales, está tenien…
Opettajien ammatillinen identiteetti, toimijuus ja sitoutuminen väljä- ja tiukkakytkentäisessä koulutusorganisaatiossa
2012
This article examines teachers’ work and their professional identity negotiations in two different organisation: a vocational institute and a university department of teacher education. It illustrates how the administrative regulation of educational organisations can restrict and support teachers’ professional orientation, agency and commitment to their own organisation. The research data consisted of 24 open-ended narrative interviews, which were analysed applying qualitative content analysis and thematic analysis. The analysed organisations represent different ways of managing and controlling teachers’ work, which lead the researchers to describe one of them a loosely-coupled organisation…
How do novice teachers in Finland perceive their professional agency?
2015
This study investigated novice teachers’ perceptions of their professional agency during the initial years of their work in schools. The research questions were: (i) How do novice teachers perceive their professional agency within their work, and what do they see as the main restrictions and resources affecting that agency? (ii) How do novice teachers perceive their professional agency in the construction and renegotiation of their professional identities, and what do they see as the main restrictions and resources affecting their sense of agency? In theoretical terms, we adhere to a subject-centered sociocultural approach. This implies understanding subjects as active agents from a develop…
Promoting good practice in health promotion in Spain: the potential role of a new agency.
2016
AbstractHealth promotion (HP) activities should be evaluated both in terms of process and results. However there remains a lack of information regarding the types of HP community interventions that are performed in our country, which of these are based on the best available evidence, and how the evidence available can be translated into HP recommendations for action? Spain does not have a dedicated body to answer such questions. If one existed, its role should be to identify the full range of interventions available to promote health, evaluate them and, in cases where there are positive results, facilitate their transfer and implementation. The aim of this article is to reflect on the need …
Grounding the self in action
2003
Consciousness and cognition are phenomena that seem to be inextricably bound to an individual first-person perspective: at least in standard situations, there is not only conscious experience, but also an experiencing self. And there is not only thought as such, but a thinking self as well. Why is there not only the flow of experience, but also someone—someone who has these experiences? And why do most thoughts not just occur in a free-floating way, like clouds in the sky, but seem to originate from—and within—a thinking self, a self somehow mentally portrayed as an independent cause in itself, a cognitive agent? Presently, in a number of different disciplines, two general answers seem to s…
Professional learning and agency in an identity coaching programme
2016
This article addresses the professional learning that occurred in an identity coaching programme. The arts-based programme aimed to enhance the participants’ professional learning, notably through helping them to process their professional identities. Professional learning was seen as resourced by the participants’ professional agency, and by the promotion of such agency. Through interviews, we investigated what the participants perceived they had learnt during the programme, and the potential differences in learning outcomes between professional groups from university and hospital contexts. The findings showed that the programme was perceived as a rich learning arena in the domains of the …
Seeing Some One
2018
This paper outlines a light approach to heavy issues of consciousness. The basic claim is that human minds are very much tailored to the requirements of action perception, that is, to what people see when they watch other people acting. I argue that the third-person perspective entailed in action perception offers an easy and more direct access to such enigmatic things as selfhood, intentionality, and agency than the first-person perspective does. In a sense, we get these things for free when we study action perception. I do not claim that the study of action perception can solve (or even dissolve) the enigmata entailed in consciousness. I do claim, however, that it sheds new light on relat…
The development of teachers’ responses to challenging situations during interaction training
2014
The qualitative changes in teachers’ responses in challenging situations were analysed during a four-day Teacher Effectiveness Training (TET) course, which aimed at improving teachers’ interpersonal dynamics with pupils, parents and colleagues. The participants were 21 teachers from one elementary and 23 teachers from one secondary school attending a TET course in Finland. Qualitative abductive content analysis was used to classify the data. Frequencies based on this analysis were also looked at. After TET the teachers described the behaviour of their pupils and expressed their feelings and the actual consequences of that behaviour, instead of using generalized labels and subjective interpr…
Vocational teachers’ pathways in the course of a curriculum reform
2011
Teachers face continuous changes, many of which significantly influence their professional identities and work practices. This study investigates Finnish vocational teachers’ pathways in the course of a curriculum reform. The data were obtained by interviewing 14 vocational teachers twice, i.e. at the initial and later stages of the reform. This study used a narrative approach to analyse the interviews as whole and also to illustrate variations between teachers. The teachers were found to exhibit distinctive pathways through the reform: an empowerment pathway, a critical but adaptive pathway, an open and expectant pathway, a successful transformation pathway, and a struggling pathway. The p…
Fathers’ narratives on support and agency : a case study of fathers in a Finnish child welfare NGO
2017
In Finland, one of the Nordic countries, shared parenting is widely supported through, e.g. family policies and legislation. This is also evident in daily parental practices, as fathers’ share in childcare has increased notably since the late 1980s. Unfortunately, this is not the whole picture of Finnish and Nordic fatherhood: practitioners in child welfare also encounter many fathers with various problems in parenting and life management. In this article, we examine the narratives of fathers who have sought and received support from a Finnish nationwide child welfare NGO. Our research question is: What types of narratives on seeking and receiving support and on their agency do fathers prod…