Sort by: Order: Results:

Now showing items 1-4 of 4
  • Zilliacus-Tikkanen, Margit Henrika; Hujanen, Jaana Kristiina; Jaakkola, Maarit (NORDICOM, Göteborg University, 2016)
    The chapter examines Finnish students´motives for studying journalism and their perceptions of the profession. The material is based on surveys to first year students 2005, 2008 and 2012.
  • Maaranen, Katriina; Stenberg, Katariina (2020)
    This research focuses on the identity development of ten student teachers during a one-year Teacher’s Pedagogical Studies program in Finland. The students wrote narratives that represented their beliefs of ‘good’ teaching, and in this study, these beliefs are called as personal practical theories (PPTs). After two teaching practicum experiences, the students were interviewed about the realisation of their PPTs. The most significant change, based on both the narratives and the realised PPTs, was related to contextual factors (such as collaboration with school members and shared organisational culture) that became increasingly significant as teacher education proceeded, which may narrow the potential gap between the student teachers’ ideals and the real world of the schools. On the basis of the results, we see that it is extremely important that future subject teachers should have the opportunity to focus on topics that fundamentally affect their forthcoming work, that is, their personal images, ideals, and values regarding teaching.
  • Clarke, Kris (2022)
    Contextualizing disciplinary histories through the personal stories of forerunners creates compelling narratives of the craft of evolving professions. By looking to our intellectual and practitioner ancestors, we participate in a dialogue with a history that shapes our contemporary professional identities and aspirations for the future. Grounded in a decolonizing approach to social work, this article examines how the discipline shapes its professional identity and ways of knowing by centering the role of canonical founders in the social work curriculum. The global social work origin story in the curriculum often centers on Anglo-American ancestors that illustrate the development of the disciplinary boundaries of the international profession. One method of decolonizing social work epistemology at the intersection of ancestors and professional lineage could be to look to public history as a pedagogical tool in the curriculum. The article concludes by examining the use of podcasts as having the potential to decolonize the process of collecting, analyzing, and disseminating local knowledge of ancestors thus challenging the top-down approach to expert-driven epistemologies.
  • Anspal, Tiina; Leijen, Äli; Löfström, Erika (2019)
    This paper describes a 2-year follow-up study on teacher identity development in different types of teacher education programmes. Teacher identity development was analysed with a focus on student teachers' views of teacher's roles and tensions experienced during their studies. Student teachers (n = 20) were interviewed at the beginning and end of the master-level studies. Three types of tensions were identified: (1) conception of self versus professional role, (2) role expectations versus university training, (3) and multiple professional role expectations. The follow-up study showed that tensions tended to accumulate to some extent. However, successful consolidation of tensions appeared to depend on how the student teachers were able to recognise resources at their disposal, with implications for organisation of reflection support in teacher education.