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This article examines a new training design for continuing professional development that aims to support the learning of the novel knowledge and skills needed in emerging professional fields by interconnecting academic and workplace settings. The training design is based on using two advisors, one from working life and the other from an academic context. The article examined whether participants’ personal orientation to adaptive expertise predicts the success of a guidance process. The interconnection of workplace and academic contexts was expected to occur through guidance practices. In addition, the features underlying the most successful guidance relationships were analysed. Data were collected by conducting repeated semi-structured interviews with 18 course participants, eight academic advisors and eight workplace advisors in the context of a 1-year energy efficiency training programme. The results indicated that a trainee’s personal orientation towards adaptive expertise is a significant component in successful guidance processes. An interconnection of workplace and academic knowledge and practices was hardly found in the guidance provided by each participant’s academic and workplace advisors. The feature underlying the most successful guidance relationships are related at the personal, dyad and context levels. An excellent match between the expert profiles of the learner and the advisor appears to be especially critical for successful guidance and powerful knowledge exchange in emerging fields. However, finding matching advisors is often challenging. Many problems are presumably solved if these ‘right persons’ can be found and if the trainees are themselves oriented to utilise the novel resources provided to them by the advisors. 相似文献
2.
Shupin Li Lauri Hietajärvi Tuire Palonen Katariina Salmela-Aro Kai Hakkarainen 《Scandinavian Journal of Educational Research》2017,61(3):255-274
The purpose of the study was to assess adolescents’ participation in various socio-digital activities by using a self-report questionnaire, a social networking questionnaire, and interviews. The participants (n?=?253) were grade 6–9 students from a multicultural lower-secondary school in Finland. Three profiles of socio-digital participation were identified: friendship oriented basic participators (n?=?161), gaming-oriented participators (n?=?61), and creative participators (n?=?31) intensively engaged in diverse socio-digital practices. The analyses revealed systematic differences in social networking relations as a function of adolescents’ social-digital participation profile and gender. The reciprocal values in hanging out, liking, and media multiplexity were highest for creative participators, whereas gaming-oriented participators were less socially active than their peers. The socio-digital expertise of creative participators was socially recognized by a larger group of peers than that of the other groups. The study produces methodological tools suitable for collecting systematic longitudinal data of socio-digital practices of larger groups of adolescents in future. 相似文献
3.
The purpose of the present investigation was to examine young diplomats’ socialization to the professional expert culture
of the Ministry for Foreign Affairs of Finland over a six-month on-job training period, as part of their preparation for service
in the diplomatic corps. Using social network analysis, we analyzed departments’ internal social structures, prevailing social
relations, and the young diplomats’ role and position in the networks of knowledge acquisition, practical know-how, and professional
collaboration. Data collected by contextual event sampling and theme interviews and analyzed by qualitative content analysis
were used to characterize the young diplomats’ personal social support networks, resources obtained, as well as associated
reflections regarding their functioning in and socialization to the departmental workplace community. The results indicated
that across the six-month training period, the young diplomats became involved to the workplace communities’ networked expertise
and were socialized to its expert culture, even if their achieved networking positions differed. The results revealed differences
between levels of collective operational practices in the workplace communities as well as the nature of assignments in which
the young diplomats participated and for which they were responsible. It was proposed that these differences mirrored distinction
between expansive natures of young diplomats’ workplace communities as learning environments. 相似文献
4.
The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the
study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons
in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked
interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of
networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed
with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized
as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The
results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition
such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features
of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position
in the communication network. 相似文献
5.
In order to address the requirements of future education in different fields of academic professional activity, a model called Academic Apprenticeship Education was initiated in Finland in 2009. The aim of this article is to analyse the development of expert networks in the context of a 1-year Academic Apprenticeship Education model in the field of energy efficiency, which is a new and rapidly developing knowledge-intensive field. We examined the creation of networking ties among all course participants, the process of networking in small groups, and individual participants’ networking activity. Data was collected by administering a social networking questionnaire in the beginning and at the end of the training to all course participants (n = 87) and analysed using social network analysis and repeated measures ANOVA. In addition, semi-structured interviews were conducted with organizers of the training to examine how the operational practices of the training supported networking. The results indicated that there was little change in the networking ties among all course participants. However, those small groups that were able to communicate appeared to create internal linkages. At the individual level, more new ties emerged for private sector actors than for public sector actors. In conclusion, we propose that a consolidated educational model should be created for the Academic Apprenticeship Education model in general. The quality of education might be better assured if the current ad hoc networks were not the only way to organise knowledge exchange among participants. 相似文献
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7.
Mari Murtonen Erkki Olkinuora Tuire Palonen Kai Hakkarainen Erno Lehtinen 《International Journal of Educational Research》2008,47(4):213-222
The rapid development in working life during recent decades has changed the structures of work organisations and expectations of employees’ work. Differing forms of professional employment and different types of organisational environments likely promote different types of motivational patterns in workers. The aim of this study was to apply a systemic motivational orientation model, originally developed for the educational context, to study work motivation. Altogether, 584 persons, from 11 organisations, representing work with different levels of knowledge intensity, responded to the questionnaire. The key finding is that rapidly changing, increasingly complex, and fundamentally networked organisations are challenging environments for worker motivation. For some employees, these environments open opportunities for intellectually inspiring activities and continuous learning in socially encouraging environments. However, for many high level employees, not only is working in these environments an intrinsically motivated flow-like experience, but also they are emotionally demanding and anxiety generating environments with conflicting duties and roles. 相似文献
8.
Exploring invisible scientific communities: Studying networking relations within an educational research community. A Finnish case 总被引：1，自引：0，他引：1
The present study focused on making invisiblecolleges of educational science in Finlandvisible through analysing networking relationsbetween scientific research communities. Thestudy aims at developing methods to analyse theintensity and focus of social collaborationbetween educational research groups in order tounderstand internal relations of scientificdiscipline and support scientific evaluationwith information about participation andinformal communication beyond quantity ofpublished products. Informal and formalnetworking connections of the professors ofeducation in Finland were examined by usingdifferent methods of social network analysis. The results of the study revealed that theinformal information flow between professors ofeducation concentrated within universitieswhereas more formal collaborative relations(e.g. citations) cross boundaries betweenuniversities. The educational research wasstructured as three distinct invisible colleges(learning researchers, research on teaching,and the sociology of education). Furthermore,the professors differed considerably in termsof informal collaborative relations andcitations. Only a few central actors dominatededucational research in receiving the majorityof the citations, whereas some professorsappeared to be completely isolated from othereducational research network. We conclude thatsocial network analysis opens up a newpromising perspective, which can be used inanalysing and assessing different branches ofscience. 相似文献
9.
Xiao Zhang Pekka Räsänen Tuire Koponen Kaisa Aunola Marja-Kristiina Lerkkanen Jari-Erik Nurmi 《Child development》2020,91(1):7-27
Mathematical difficulties have been distinguished as mathematics learning disability (MLD) and persistent low achievement (LA). Based on 1,880 Finnish children who were followed from kindergarten (age 6) to fourth grade, this study examined the early risk factors for MLD and LA. Distinct groups of MLD (6.0% of the sample) and LA (25.7%) children were identified on the basis of their mathematics performance between first and fourth grades with latent class growth modeling. Impairment in the same set of cognitive skills, including language, spatial, and counting skills, was found to underlie MLD and LA. The finding highlights the importance of monitoring mathematical development across the early grades and identifying early cognitive precursors of MLD and LA for screening and intervention efforts. 相似文献
10.
Xiao Zhang Tuire Koponen Pekka Räsänen Kaisa Aunola Marja‐Kristiina Lerkkanen Jari‐Erik Nurmi 《Child development》2014,85(3):1091-1107
Utilizing a longitudinal sample of Finnish children (ages 6–10), two studies examined how early linguistic (spoken vs. written) and spatial skills predict later development of arithmetic, and whether counting sequence knowledge mediates these associations. In Study 1 (N = 1,880), letter knowledge and spatial visualization, measured in kindergarten, predicted the level of arithmetic in first grade, and later growth through third grade. Study 2 (n = 378) further showed that these associations were mediated by counting sequence knowledge measured in first grade. These studies add to the literature by demonstrating the importance of written language for arithmetic development. The findings are consistent with the hypothesis that linguistic and spatial skills can improve arithmetic development by enhancing children's number‐related knowledge. 相似文献