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1.
Eeva Kaisa Hyry-Beihammer Katri Jokikokko Minna Uitto 《British Educational Research Journal》2019,45(6):1124-1139
This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes. 相似文献
2.
Räty Hannu Hytti Ulla Kasanen Kati Komulainen Katri Siivonen Päivi Kozlinska Inna 《European Journal of Psychology of Education - EJPE》2020,35(4):975-993
Employability is an increasing concern for university students. Our survey set out to examine university students’ perceptions of their employability and the ways in which these perceptions relate to positions that subsequently connect students to working life: students’ self-representational position or “ability self”, and students’ life-historical positions such as chosen field of study, phase of degree and working life experience. The participants comprised a sample of students (N = 1819) from two Finnish universities, representing diverse fields of study. It was found that apart from the field of study, the perceived proximity to graduation and working life was associated with the perception of employability. Furthermore, a set of self-attributed capabilities was associated with students’ perceptions of employability, particularly extroversion, ambitious competitiveness, mental strength and the desired characteristics of a good employee; however, the attribution of academic skills showed opposing effects. It was concluded that both self-representational and live-historical positions are part of the construction of students’ optimism regarding their employability.
相似文献3.
Analyzing interdisciplinarity: Typology and indicators 总被引：1，自引：0，他引：1
Both funding agencies and scholars in science studies have become increasingly concerned with how to define and identify interdisciplinarity in research. The task is tricky, since the complexity of interdisciplinary research defies a single definition. Our study tackles this challenge by demonstrating a new typology and qualitative indicators for analyzing interdisciplinarity in research documents. The proposed conceptual framework attempts to fulfill the need for a robust and nuanced approach that is grounded in deeper knowledge of interdisciplinarity. As an example of using the framework, we discuss our empirical investigation of research proposals funded by a national funding agency in Finland. 相似文献
4.
Salvation or a Broken Promise? Two Adult Graduates’ Social Positioning in Education and Working Life
Päivi Siivonen Katri Komulainen Hannu Räty Maija Korhonen Kati Kasanen Riitta Rautiainen 《Scandinavian Journal of Educational Research》2016,60(1):110-125
Finland has been celebrated as a country where everyone has the possibility to educate themselves and to get ahead in life through education. However, social differences of educability continue to persist and social differences of employability are further construed in the neo-liberal market economy. In this article we will examine 2 adult graduates’ educational and working life histories based on an 8-year qualitative follow-up study. Lisa with a working-class background and Henri from a middle-class family have both graduated from general upper-secondary school for adults and also accomplished higher education degrees in adulthood. Lisa and Henri's cases show how class and gender, as well as age, intertwine in the construction of educability and employability in different narrative environments. Based on our analysis, academic education may turn out as a broken promise instead of a great salvation with good occupational prospects for individuals like Lisa with a working-class background. 相似文献
5.
Pentti Sinisalo Katri Komulainen 《International Journal for Educational and Vocational Guidance》2008,8(1):35-48
This article analyses the career narrative produced by a woman working as a small-scale entrepreneur. Career and career transitions
are analyzed in two ways: The sub-stories told in the interview have been analyzed using William Labov’s structural analysis
of personal stories; career management competencies are used in the analysis of creating coherence in the career narrative.
The characteristics of career created in the narrative, the transitions included in the career and how the entrepreneurial
self is created in the narrative are explored.
Résumé. Créer de la cohérence en transition de carrière: Une étude de cas de récit de femme entrepreneur. Cet article analyse le récit de carrière produit par une femme travaillant comme entrepreneur dans une petite entreprise. La carrière et les transitions de carrière sont analysées selon deux axes: les épisodes recueillis au cours de l’entretien ont été analysés en utilisant l’analyse structurale des histoires personnelles de William Labov; on a eu recours aux compétences de gestion de carrière pour analyser la fa?on de créer de la cohérence dans le récit de carrière. On explore les caractéristiques de la carrière créées dans le récit, les transitions incluses dans la carrière et la manière dont le soi entrepreneurial est créé dans le récit.
Zusammenfassung. Die Schaffung von Koh?renz beim Berufsübergang. Eine narrative Fallstudie mit einer Unternehmerin. Dieser Beitrag analysiert die Berufslaufbahn, narrativ berichtet von einer Frau, die als Kleinunternehmerin arbeitet. Berufslaufbahn und Berufsüberg?nge werden in zweifacher Hinsicht analysiert: die im Interview erz?hlten Einzelberichte wurden an Hand von William Labov′s Strukturanalyse der pers?nlichen Geschichten untersucht und die Berufsmanagement- Kompetenzen werden in der Analyse daraufhin analysiert, wie Koh?renz innerhalb der Berufslaufbahngeschichte erzielt wird. Es werden die in dem narrativen Bericht gebildeten Merkmale der Berufslaufbahn, einschlie?lich der Berufsüberg?nge untersucht sowie die Art und Weise, wie das Unternehmer-Selbst in dem narrativen Bericht gebildet wird.
Resumen. Creando coherencia en la transición de la carrera: Un estudio de caso narrativo de la mujer empresaria. Este artículo analiza las producciones narrativas de una mujer empresaria que trabaja en una compa?ía peque?a, en relación con su carrera. La carrera y las transiciones son analizadas de dos formas: las sub-historias contadas en la entrevista han sido analizadas usando la técnica de William Labov de análisis estructural de historias personales; las competencias para la gestión de la carrera se utilizan en el análisis de cómo crear coherencia en la narrativa sobre la carrera. Se exploran las características de la carrera creada en la narrativa, las transiciones incluidas en la carrera, y cómo se crea el ser empresarial en la narrativa.相似文献
6.
Hannu Räty Katri Komulainen Tuuli Paajanen Mia Markkanen Nina Skorokhodova Vadim Kolesnikov 《Educational studies》2012,38(5):573-586
This study sets out to examine Finnish and Russian children’s representations of intellectual competence as contextualised in the hierarchies of abilities, age and gender. Finnish and Russian pupils, aged 11–12?years, were asked to draw pictures of an intelligent person and an ordinary person. It was found that gender appearance of intelligent men and women was less heterosexual than that of ordinary men and women. In Russian pictures, the intelligent characters, especially women, were widely separated from the ordinary ones in terms of cognitive-mental features. In Finnish depictions, the differentiation between the intelligent and ordinary characters, especially women, was not so categorical and was primarily based on status. It appears that Russian children are apt to relate their representations of intellectual ability to the institutionalised systems of cognitive competence, education and science, whereas Finnish children associate intelligence to social success as well. Further, cultural and gender-related hierarchies of age seemed to reflect in the children’s images. 相似文献
7.
Katri Johanna Komulainen Maija Korhonen Hannu Räty 《International journal of qualitative studies in education》2013,26(8):1079-1095
This study set out to explore the narratives of entrepreneurship that 15–16-year-old pupils in their last grade of comprehensive school produced in the Finnish annual writing competition Good Enterprise! We focused on narratives that can be categorized as tragedies, satires, comedies, and crime stories (N?=?219). In these stories, the pupils challenge the political ideal of the risk-taking entrepreneur by arguing for sustainable development and social justice as bases for entrepreneurship. On the one hand, the critical representations of entrepreneurs arise from the Protestant work ethic, and thus the values constructed in these stories are close to stories that can be characterized as romances of the modest entrepreneur where the motive for entrepreneurship was not the accumulation of material wealth. On the other hand, these critical stories represent “entrepreneur and consumer pathologies,” and hence make a mockery of the core neoliberal values of autonomy, competition, and choice. 相似文献
8.
The paper describes empirical findings on how openness is realized in practical innovation projects involving different organizations. The purpose of the study is to increase the understanding of how openness should be managed in the various forms of inter-organizational innovation development. The main research interest is in how openness is manifested in developing innovations with different organizations involved in inter-organizational innovation projects. Subsidiary research questions are: ‘What is open?’, ‘To whom is it open?’ and ‘How open is it?’. The study applied qualitative case study methodology, and empirical data were collected by semi-structured interviews with management personnel in 40 organizations in Finland and the Netherlands. The findings reveal that openness in innovation is a multifaceted issue that can have very different meanings in different contexts. In the context of the study, the answer to the first sub-question (‘What is open?’) is obvious. It is the innovation project; its input, process and outcome. As for ‘To whom is it open?’, interviewees made a clear distinction between projects with known actors and projects that may include unknown actors. Answering ‘How open is the project?’, one can distinguish between different projects according to which attribute best describes the openness of the project – readable, usable, or modifiable. Answers to the three sub-questions conceptualize the issue of openness in inter-organizational innovation development and can be considered theoretical conclusions of the study. By combining the answers, five characteristic levels of openness in inter-organizational innovation were derived as practical implications of the study for R&;D and innovation management. 相似文献
9.
David Pepper Jeremy Hodgen Katri Lamesoo Pille Kõiv Jos Tolboom 《International Journal of Research & Method in Education》2018,41(1):3-16
Cognitive interviewing (CI) provides a method of systematically collecting validity evidence of response processes for questionnaire items. CI involves a range of techniques for prompting individuals to verbalise their responses to items. One such technique is concurrent verbalisation, as developed in Think Aloud Protocol (TAP). This article investigates the value of the technique for validating questionnaire items administered to young people in international surveys. To date, the literature on TAP has focused on allaying concerns about reactivity – whether response processes are affected by thinking aloud. This article investigates another concern, namely the completeness of concurrent verbalisations – the extent to which respondents verbalise their response processes. An independent, exploratory validation of the PISA assessment of student self-efficacy in mathematics by a small international team of researchers using CI with concurrent verbalisation in four education systems (England, Estonia, Hong Kong, and the Netherlands) provided the basis for this investigation. The researchers found that students generally thought aloud in response to each of the items, thereby providing validity evidence of responses processes varying within and between the education systems, but that practical steps could be taken to increase the completeness of concurrent verbalisations in future validations. 相似文献
10.
Katri Komulainen 《Gender and education》2000,12(4):449-462
Education has been the main channel through which Finnish women have attempted to achieve the status of an individual. But what has the story of women's individualisation been like? The article examines women's educational life stories - 'independence narratives' - and highlights the gendered interpretations women have made of their lives. The gender difference in these stories is a temporal difference within the self: through the rhetorical construction of a dualistic division between the past and the present self, a qualitative hierarchy is introduced between a (past) woman and a seemingly gender-neutral individual. Moreover, the use of the woman as the temporal other of the individual reflects the timeless character of the individual. The individual constitutes a norm that determines the perspective from which the past and the present are viewed. While the individual is timeless, the difference is historicised and projected into the past. 相似文献