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Lauri Heikonen Janne Pietarinen Kirsi Pyhältö Auli Toom Tiina Soini 《Asia-Pacific Journal of Teacher Education》2017,45(3):250-266
Teachers’ capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers’ turnover intentions, perceived inadequacy in teacher–student interaction, and sense of professional agency in the classroom. The survey data were collected from 284 in-service teachers with not more than 5 years of experience and analysed by structural equation modelling (SEM). The results showed that the negative relation between turnover intentions and early career teachers’ sense of professional agency was completely mediated by perceived inadequacy in teacher–student interaction. The results indicate that experiences of insufficient abilities to solve pedagogically and socially challenging student situations have a crucial effect on early career teacher’s capacity for adaptive reflection and active transformation of instruction. 相似文献
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Janne Pietarinen Kirsi Pyhältö Tiina Soini 《Scandinavian Journal of Educational Research》2019,63(4):491-505
This study aims to gain a better understanding of the Finnish national curriculum reform by examining how the educational practitioners, at the district level, orchestrate the shared sense-making concerning the reform work in their school districts. Qualitative focus group data was collected from 12 groups, throughout Finland, that were responsible for orchestrating curriculum reform work at the district level. Results showed that curriculum reform steering groups recognized the importance of orchestrating shared sense-making. They strived to develop functional, context sensitive, and shared strategies for reform implementation across their districts. They employed a range of strategies for managing, navigating, and regulating the shared sense-making of the local curriculum work. 相似文献
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In Iraqi Kurdistan, the educational system is going through significant changes. The educational system influences the students’ attitudes, and one wants the educational system to support the young democracy. In this study, student-centred learning (SCL) is seen as a first step to learning, but also to participation and engagement as a citizen. Three secondary school teachers worked with researchers from Norway and Kurdistan to implement SCL strategies in their daily teaching. Teachers experienced changes in their roles when emphasizing the importance of students’ participation in the learning processes. They could not lecture most of the time; they needed to make more space for the students’ activities and allow them to become more active. They acted more as mentors for their students. The content of the teaching also changed. When the teachers lectured it was about their subject. When the students were expected to be more active, the teachers also had to teach the students how to be more active. The traditional way of furnishing the classrooms in Kurdistan has been rows of benches and desks for the children and a desk by the board for the teacher. This way of furnishing was described as a hindrance when organising for students’ participation. The teachers’ experiences were of main interest in this action research project. Their responses to interview questions were validated by classroom observations. Also, a group of researchers with very different cultural and scientific background collaborated. This was in itself an interesting side effect in this action research study. 相似文献
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The purpose of this study was to explore the kinds of episodes that challenge comprehensive school teachers’ occupational well-being and cause burnout and how teachers perceive the relationship between themselves and their working environment in these episodes. Altogether, a selected group of 68 primary and secondary school teachers were interviewed. The narratives of burdening episodes were identified and analysed from the qualitative data. The results suggested that teachers’ working environment provides multiple contexts for burnout. Sources for teacher burnout varied between the working contexts provided by the single school. Moreover, the results showed that there was heterogeneity in the quality of the teacher-working-environment fit reported by the teachers while facing burdening situations or series of events in their work. 相似文献
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The aim of this study was to examine teacher learning in terms of teachers’ professional agency in the professional community of the school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that teachers’ active efforts to learn in the professional community and to promote school development cannot be explained, and hence reduced, to a single behavioral attribute. The findings indicated that teacher learning in terms of professional agency in the professional community consists of several elements including: skills, efficacy beliefs, and motivational factors, which entail transforming one’s teaching practices, experiencing collective efficacy, constructing positive interdependency, the appreciation of mutual agreements, and using active strategies of help-seeking. The investigation also suggests that the use of modifying strategies is characteristic of both the teacher’s professional agency as well as the strategies employed to reduce stress. 相似文献
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ABSTRACTShared sense-making is suggested to be key for curriculum reform. Shared sense-making entails constructing a collective understanding of the meaning for reform, its significance and its implications for schools, through dialogue and negotiation across the levels of the educational system. This study explored changes in hands-on strategies of shared sense-making, and ways of orchestrating curriculum reform work in the districts in Finland, following the introduction of new national curriculum policy. Longitudinal focus group interview data collected from curriculum coordinating groups during the reform work was utilised. The data were qualitatively content analysed. The two sets of shared sense-making strategies were identified in this study, including those strategies utilised by the groups in building their understanding of what the reform is all about, and those concerning the reform orchestration. The strategies employed evolved from simple to more complex, during the progression of curriculum work. Results also showed that the coordinating groups were well aware of their high autonomy and resulting responsibility in orchestrating the district-level curriculum work. However, the advance in shared sense-making strategies employed by the groups indicated that they were highly committed to constructing collective understanding about the reform, its significance and implications for schools through dialogue and negotiation with practitioners. 相似文献
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