Search results for "professional development"
showing 10 items of 258 documents
Organisational learning in a fusion school
2016
Laiho-Murdoch, Heli. 2016. Organisational learning in a Fusion School University of Jyväskylä. Department of Education. This empirical research examines organisational learning in a fusion-school development during the period of 2010 and 2012 by a case study approach of the phenomenon. This educational fusion is between two diverse countries; Finland and the United Arab Emirates. The background is Abu Dhabi’s education reform since 2003 and the Finnish outstanding educational experience and excellent PISA results. The originality value of this research is unique. This partnership is first of its kind in Finland, and has therefore notable interest value. Organisational learning manifesting i…
Towards a learning community: understanding teachers’ mental models to support their professional development and learning
2021
Amidst 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 i…
Pellon pientareelta akateemisiin sfääreihin: opettajuuden rakentuminen ja muuttuminen sotienjälkeisessä Suomessa opettajien omaelämäkertojen valossa
2007
From the field to the academic sphere how teachers professional identities and roles have changed in post-war Finland This study explores teacher autobiographies. The span of the writings extends mainly from the Second World War to the new millennium. The autobiographers are mostly elementary and secondary school teachers in Finland, although there are a few who have worked in vocational schools, polytechnic institutes or one of the various adult education centres. The researcher is aware of the diversity among those educational institutions and their teachers, but wanted to concentrate on similarities rather than differences. The autobiographers have been explored with four different resea…
Pašvadīta mācīšanās angļu valodas kā svešvalodas skolotāju profesionālās pilnveides sekmēšanai
2018
Maģistra darba galvenais fokuss ir pašvadīta mācīšanās kā būtisks angļu valodas kā svešvalodas skolotāju personīgās labizjūtas, profesionālās efektivitātes un ilgtspējības faktors; tādējādi maģistra darba mērķis ir izzināt pašvadītas mācīšanās kapacitāti, lai sniegtu ieguldījumu angļu valodas kā svešvalodas skolotāju profesionālās pilnveides sekmēšanā. Maģistra darba mērķa sasniegšanai izvēlēta pamatotās teorijas metode; datu vākšanā piemērojot profesionālās pilnveides stratēģisko dokumentu analīzi pašvadītas mācīšanās noteikšanas iespēju noskaidrošanai; septiņas kvalitatīvās intervijas ar svešvalodu skolotājiem Braitonas valodu koledžā (Lielbritānijā), lai identificētu skolotāju pašvadītas…
How does university teachers’ pedagogical training meet topical challenges raised by educational research? A case study from Finland
2023
Through a literature review, this study identified research themes related to university pedagogy and examined how these themes appear in the curricula of university pedagogy courses and in the experiences of the participants and trainers of these courses at a Finnish research university. The literature review produced a multidimensional model of the relationships between identified themes, which can be used as an analytical tool for examining pedagogical training. Analysis of the courses revealed a need to broaden the understanding of the course contents and practices and their alignment to global, societal, and labour-market needs. peerReviewed
Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures
2019
Many studies have been conducted about academics’ approaches to teaching, professional development and perceived departmental culture, but their interconnectedness has been considered to a lesser extent. The research presented here examined these patterns comparatively by disciplinary fields and years of teaching experience. Three inventories were filled in by 1141 academics from one Finnish and two Hungarian universities. Based on a hierarchical cluster analysis, four patterns emerged: (1) Experimenters with diverse teaching approaches; (2) Experimenters perceiving their department’s culture as most supportive and collaborative; (3) Individualistic knowledge-focused teachers; and (4) Stude…
Problem-Based Learning in Professional Studies from the Physiotherapy Students’ Perspective
2018
The aim of the study was to investigate how physiotherapy students using a problem-based learning approach develop into experts during higher education, and answers the question: How do physiotherapy students at bachelor’s level understand the problem-based learning approach while learning to become professionals? PBL is examined using interpretative phenomenological analysis (IPA) of longitudinal data written by 15 voluntary students from two different higher education institutions and collected during 3.5 years. The main results on the new way of learning strengthen earlier conceptions of the importance of reflection in the learning process. The PBL method activates a reflection process b…
Towards student-centred pedagogy : action research with Ethiopian village school teachers
2018
This study is an action research that was planned and implemented with 23 Ethiopian Village School teachers. The action of the four year project concentrated on developing new, student-centred teaching methods instead of traditional lecturing and rote learning in one remote school. The overall aim of the study was to follow this process and the teachers’ professional development, and to explore how the practical arrangements, such as material or cultural surroundings, constrain or enable usage of student-centred methods at the school. The theoretical framework of the study consists of theories about professional development, action research, and the theory of practice architectures. The dat…
Understanding Language Teacher Identities : Conceptualizations, practices and change
2019
This chapter presents some new approaches and questions in language teacher identity research that could facilitate a better understanding of the work of language teachers, and as a consequence help teacher educators to support them in that work. Language teacher research has shown that periods of change play an important role in identity development. In the field of general teacher research, several studies have addressed the significance of transition phases and changes in curriculum for teacher identities and beliefs. However, there has been some research on the significance of teacher education and transition to full-time teaching for language teacher identity development. A more partic…
TOWARDS WELL-BEING AT SCHOOL WITH INTEGRATIVE PEDAGOGY
2011
The purpose of this presentation is to consider intervention for developing school well-being and preventing bullying. Intervention is realized with the Integrative Pedagogy [1] [2] and viewed from the perspectives of the school community and the professional development of the school staff. Finnish comprehensive school teachers are highly educated and motivated for their jobs. This has seen as one of the reasons for the good learning results in the academic skills of pupils. There is, however, a need for improvement the well-being of pupils. Bullying in schools is also a common issue. The teachers together with other school professionals need training, both as individuals and as a communit…