Browsing by Subject "ammatillinen identiteetti"

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  • Katainen, Petra (Helsingin yliopisto, 2018)
    Purposes. Working life has changed because of economic globalization and development of technology. That is why, leadership is nowadays seen in a different way. Traditionally leadership is seen as a way to lead tasks. Now the aim is to lead innovation and transformation in the organization. Leadership and management have been studied a lot but many of the studies focus on how other people see the leader and his/her actions. Therefore, research on leader identity is needed. A leader identity refers to a leader's perception about oneself as a leader. There is only a little research about leader identity. Moreover, studies rarely take all the levels of identity into account. Thus, the aim of this study was to examine leader identities and their construction. The research questions were: 1) What kinds of components are there in leader identities in expert organization? and 2) What types of leader identities can be found? Methods. The research participants of this study were ten managers who all worked in the same expert organization in public sector in Finland. The data of this study was collected by interviewing these ten managers. Thereafter, the collected data was analyzed using both content analysis and narrative analysis. Narrative analysis was used to form type stories. Results and conclusions. Leader identities in the expert organization were strongly built on leaders' role and expertise. Leaders experienced that the public sector organization enables or limits them to implement their own leader identity. Three different leader identity types were constructed: an expert leader, a leader who encourages collaboration and his/her followers' development, and a leader who develops corporate culture and supervisory work in the organization. Leader identity displays strongly both personal and social aspects of identity. Therefore, for the construction of leader identity it is important that the leaders in their organizations find their own ways to lead.
  • Haukka, Anni-Kaisa (2019)
    Tutkimukseni tavoitteena on selvittää kolmen musiikkikasvatuksen opiskelijan opintojen aikaisen kuoroharrastuksen ja ammatillisen identiteetin välistä yhteyttä. Tutkimuskysymys on: Miten opintojen aikainen kuoroharrastus on yhteydessä musiikkikasvatuksen opiskelijan ammatillisen identiteetin rakentumiseen? Lisäksi selvitän eräiden musiikkikasvatuksen opiskelijoiden kuoroharrastuksen syitä, eli sitä, miksi musiikkikasvatuksen opiskelija on mukana kuorotoiminnassa. Rakennan teoreettisen viitekehyksen identiteetin käsitteen määrittelyn sekä kuorotoiminnan ympärille. Ensimmäisessä teorialuvussa avaan identiteetin käsitettä ja luku päättyy musiikkikasvattajan ammatillisen identiteetin määrittelyyn tutkimuskirjallisuudessa. Toisessa teorialuvussa käsittelen kuorotoimintaa harrastuksen ja johtajuuden näkökulmista. Johdannossa luon katsauksen aiempiin tutkimuksiin sekä avaan lukijalle tutkimukseni kontekstia, Sibelius-Akatemian musiikkikasvatuksen aineryhmää. Tutkimukseni on laadullinen tapaustutkimus, jonka aineiston keräsin puolistrukturoiduilla teemahaastatteluilla. Haastattelin kolmea opinnoissaan eri vaiheissa olevaa musiikkikasvatuksen opiskelijaa, joilla kaikilla oli opintojen aikainen kuoroharrastus. Haastattelut olivat yksilöhaastatteluja ja analysoin ne teoriasidonnaisen analyysin periaatteiden mukaisesti. Tutkimuksessa selvisi, että opintojen aikaisella kuoroharrastuksella ja ammatillisen identiteetin rakentumisella on selkeä yhteys. Haastateltavat kokevat kuoroharrastuksensa osana ammatillisen identiteettinsä rakentumista eräänlaisena ammatillisena kasvuna ja oppimisena. Tämä 'kolmas polku' on opintojen ja työkokemuksen ohella tärkeä osa-alue identiteetin rakentumisprosessissa. Syitä kuoroharrastukselle olivat niin itsensä kehittäminen ja ammatillinen kehittyminen kuin hauskanpito ja kuoron merkitys sosiaalisena yhteisönä.
  • Salokoski, Anna-Maria (Helsingin yliopisto, 2020)
    Tämän pro gradu -tutkielman tavoitteena on selvittää teologian aikuisopiskelijoiden ammattikuvan rakentumista. Tässä tutkimuksessa Ammattikuva-käsite tulkitaan synonyyminä ammatillisen identiteetin käsitteelle ja sen ymmärretään sisältävän yksilön subjektiivisen käsityksen ammattiin liittyvistä arvoista, rooleista, työtehtävistä ja -kulttuurista, sekä työn merkityksestä. Ammattikuvan tulkitaan rakentuvan narratiiveissa, joissa yksilö kuvaa käsityksiään ja kokemuksiaan työstään. Teologian aikuisopiskelijaksi ymmärretään henkilö, jolla on taustallaan aiempi ammattiin tähtäävä koulutus tai työura ennen teologian maisteriopintoihin sijoittumista. Opinnäytetyön aihepiiriin motivoi kiinnostus tutkia miksi aikuisopiskelijat hakeutuvat teologian tutkintotavoitteisiin opintoihin. Mitä lisäarvoa tutkintotavoitteiset opinnot heille antavat? Yliopistotasoisia teologian opintoja kun on mahdollista suorittaa myös muuta kautta. Näiden pohdintojen äärellä tutkimus kohdentui aikuisopiskelijoiden ammatilliseen identiteettiin. Teologian aikuisopiskelijoiden ammatillista identiteettiä tarkastellaan seuraavien tutkimuskysymysten avulla: 1. Mitkä tekijät ovat vaikuttaneet aikuisopiskelijoiden teologian tutkintotavoitteisiin opintoihin suuntaamiseen? 2. Mitä merkityksiä teologiaa tutkintotavoitteisesti opiskelevat aikuisopiskelijat antavat opinnoilleen? ja 3. Mitkä asiat aikuisopiskelijat kokevat työssään luovuttamattomina? Tutkielma on tutkimusotteeltaan laadullinen, narratiivinen tutkimus. Narratiivisuus tutkimusotteena läpäisee tässä tutkimuksessa taustafilosofian, aineiston ja analyysin. Tutkimuksessa todellisuuden ajatellaan rakentuvan konstruktivistisesti. Opinnäytteen aineisto, 21 kertomusta, on kerätty kirjoituspyyntönä teologian aikuisopiskelijoilta, jotka opiskelevat joko Helsingin yliopistossa tai Itä-Suomen yliopistossa. Kaikki tutkimukseen osallistuneet aikuisopiskelijat opiskelevat kirkon ja yhteiskunnan tehtäviin poluttavassa koulutusohjelmassa. Heistä 17 opiskelijan opinnot mahdollistavat papiksi pätevöitymisen. Neljä opiskelijaa opiskelee niin sanotulla yleisellä linjalla, joka ei johda suoraan tiettyyn ammattiin. Opinnäytetyön aineistoa tulkitaan aineistolähtöisesti, huomioiden sosiokonstruktivistisen tulkintaperspektiivin kontekstissa teoriasidonnaisuus. Tutkimuksen teoreettisena viitekehyksenä toimii aikaisemmat teologian opiskelijoita, pappien ja opettajien ammatillista identiteettiä, sekä aikuisopiskelijoita tarkastelevat tutkimukset. Aikuisopiskelijoiden teologi-identiteetin rakentumista tarkastellaan Harrén psykologisen avaruuden siirtymien kehitysvaihemalliin peilaten ja ammatillista toimijuutta havainnoidaan Juntusen ja Valtosen oppilaitospappeja käsittelevässä tutkimuksessaan esitetyn ammatillisen identiteetin neuvottelun neljän tilan mallin kautta. Aineisto on analysoitu narratiivisin menetelmin, sekä narratiivien että narratiivisen analyysin avulla. Tutkimuksen tulosten mukaan teologian aikuisopiskelijoiden ammatillinen identiteetti lähtee rakentumaan usein jo varhaislapsuuden elinympäristön arvomaailman pohjalle. Aineiston kertomuksista yli puolessa kuvataan kristilliseen arvopohjaan tai vakaumukseen liittyviä tekijöitä ammattikuvan rakenteena. Myös itsensä kehittämiseen, tieteellisyyteen ja humanismiin liittyvät arvot ammattikuvan taustalla ovat aineistossa näkyvästi edustettuina. Opiskelijoiden ammattikuvat rakentuvat erityisesti spirituaalisen tilan kautta, joka läpäisee kokonaisvaltaisesti muut neuvottelun tilat. Aikuisopiskelijoiden ammatillisen identiteetin positioista rakentui kolme tyyppitarinaa: 1. Teologiksi kutsuttu uudelleenkouluttautuja; ’Auttaja’ 2. Ammattitaitoaan täydentävä asiantuntija; ’Tieteilijä’ ja 3. Hengelliseen vapaaehtoistyöhön suuntaava itsensä kehittäjä ’Julistaja’
  • Lumivaara, Salla (Helsingin yliopisto, 2018)
    Objective. The context of this thesis is working life and personnel training, to be more specific managerial and leadership work and management training as a framework of learning and identity construction. The objective of this study is to investigate meanings that examinees give to the management training they participated in and meanings that that training has had concerning developing their leader identities. An also how do they perceive and experience the everyday work of a manager. The management training in question is part of personnel training and the participants are persons that are starting their managerial and leadership careers. The approach in this study was narrative in which narratives of the examinees are examined as intermediator and constructor of knowledge and meanings. The fundamental assumption was that identity is personally and socially determined, constructed and told by people themselves. Methods. At the first stage of collecting research material a questionnaire was used to reach the examinees for interviews. Ten persons who participated in management trainings were interviewed. They were all working in the same Finnish commercial company. Interviews were conducted as focused interviews and the material was analyzed using inductive content analysis with narrative methods. Outcomes and conclusions. The results show that the management training help to improve overall conception, develop competencies, increase professional self-confidence and networking. The training also increased understanding towards managerial and leadership work particularly what comes to roles and responsibilities as well as everyone´s own conception of self as a manager. The results show that the interviewees experienced that the training offered them concretes benefits for everyday managerial and leadership work as well as support for developing a leadership identity and strengthen professional agency.
  • Miettinen, Ilkka (Helsingin yliopisto, 2017)
    The aim of the study is to investigate educators' professional identity. From the narrative approach, identity is formed discursively in speech and narration. In the study, I analysed how and in which dimensions the educators, who worked in the context of co-teaching, were forming professional identity in speech and how the educators narratively positioned themselves in their communities. The investigation of professional identity in the context of co-teaching is relevant due to changing perceptions of teachership and learning. In this multiple case study, three educators were interviewed. All three educators were working in elementary schools in which they were working in the context of co-teaching. Two of the educators were working as a special education teachers and one of the educators as a school aid. All three has also participated my earlier study concerning co-teaching. The data was produced by interviewing the educators in December 2015. Positioning analysis was used in data analysis. In positioning analysis (Bamberg, 2011) the forming of professional identity was analyzed by investigating three dilemmatic dimensions in narration: (1) uniqueness vs. being the same as everyone else, (2) control vs. adaptation and (3) continuity vs. change. In analysis, 58 subject positions were analysed and then divided to four major categories: subject positions in which (1) control is originated from the subject, (2) control isn't originated from the will of a subject, but subject is in control, (3) subject adapts to the world willingly and (4) subject adapts to world unwillingly. In the subject positions in categories (1) and (3) a subject is willingly. These positions were often associated with the relationships with the other educators. In the subject positions in the categories (2) and (4) a subject is unwillingly. In the subject positions, in which an educator was forced to unwillingly control the events (2), the social category of challenging pupils emerged often. Also the subject positions, in which subject adapts to world unwillingly (4), were pictured undesirable. They were related to restrictions in time and space, institutional decision making, institutional structures and social chance including the chance in parenthood and pupils.
  • Kulmala, Siiri-Maija (Helsingfors universitet, 2014)
    The purpose of this study is to explore information about the experiences of home economics teachers on their body image and appearance, and the effects that these factors have on their work. A person's body image consists of many factors, of which appearance, body figure and experienced body mass are central to this study. As a school-subject, home economics deals with life management, which includes themes like coping with everyday life and nutrition awareness. Contemporary issues such as highlighted body awareness, everybody's possibility to share what they view as a healthy lifestyle along with the changing conception of well-being make the position of home economics teachers, who teach these very topics, especially interesting. An authentic teacher is not in conflict with her teaching, is inspiring, respectful and appreciates her subject. How does a home economics teacher then position herself and her body in a functional classroom? The main research questions are 1. a) How do home economics teachers view their body image? 1. b) What factors affect their body image? 2. How are professionalism, teaching and acting in work community related to the experienced body image? This study focuses on personal and lived experiences and the data were collected using the qualitative theme interview method in the fall of 2014. The data were analysed with the qualitative content analysis method through clustering the experiences and aiming at local explaining. The participants had different experiences and their description remained somewhat shallow. The participating home economics teachers are mainly happy with their body or at least on their way to its acceptance. The essential factors affecting body image are overall well-being, a healthy lifestyle, factors related to mood and feedback from others. All of these factors can also be seen to relate partly to the teacher's body. In accordance with contemporary culture, the participants view their body as changeable. For a home economics teacher, the body is an important work tool that cannot be in conflict with the substance matter being taught. It is an example body that signals the correct way to position oneself in a home economics environment when it comes to hygiene as well as overall practice. It is also a model of what a body can be like in this world. It is considered important to set an example of acceptance, presence and respect also through facial expressions and gestures. A home economics teacher is part of a work community and has a strong professional identity in which the body plays a minor role. Home economics teachers seem to have a separate professional body image. The role of the body in teaching is mostly constructed through personal reflection in the course of work experience – it is therefore essential to consider whether the position of the body in the work environment should be taken to account at an earlier point in the career.
  • Chydenius, Heidi (Helsingin yliopisto, 2019)
    Professional identity is a social construction, which is formed as individuals interpret themselves and their experiences in relation to the surrounding world. According to earlier studies, the professional identity of kindergarten teachers (early childhood education teachers) has been derogated by unclear job descriptions and the difficulty to analyse and articulate professional competence or the essence of one’s professionalism. This thesis examines the background and history of the formation of kindergarten teachers’ professional identity as reviewed through editorials of the Hanna magazine issues 1997–2007, published by The Kindergarten Teachers Union in Finland (LTOL). As a professional agent, the chair of the union has taken part in constructing and moulding the professional identity of kindergarten teachers in editorials, challenging or reinforcing the positions offered to kindergarten teachers by the social operational environment. Research questions are: 1) In what ways is the kindergarten teachers’ professional identity constructed in the editorials? and 2) How has the social operational environment affected the formation of kindergarten teachers’ professional identity? The method in this thesis was critical discourse analysis. Material consisted of editorials of the Hanna magazine from 1997 to 2007. The material was analysed through linguistic analysis of subject positions, which were examined in relation to the social operational environment. The analysis showed that the chair of The Kindergarten Teachers Union has promoted a uniform professional identity for kindergarten teachers, its core consisting of the following roles: academic kindergarten teacher, expert in childhood and early childhood education, social influencer, campaigner for better wages, and expert in education and teaching. Cracks in the professional identity were especially caused by the fact that kindergarten teachers were at the time administered under social welfare services. The results show that, from the point-ofview of their professional identity, a more appropriate professional framework is now being provided for kindergarten teachers by the education administration and legislation.
  • Vuojolainen, Jenna (Helsingfors universitet, 2017)
    Teachers' professional identity is based on five different levels: One's history of life and hopes for the future, Professionalism, Objectives, commitments and interests, Morals and ethics and Perceptions about learning and teaching. In this study, Social interaction has also been relevant for professional identity. This study investigated elementary school teachers' perceptions of their professional identity, aiming to understand how these five levels of professional identity exist. The goal was also to find how Social interaction has affected professional identity. This study was conducted as qualitative research; the subjects were 11 elementary school teachers. The material was collected by semi-structured, open-ended interviews. Data were analysed using theoretical and content analysis. In this study, all the levels of professional identity existed. Teachers' own experiences related to their childhood teachers and remembering themselves as pupils, all of which shaped their professional identity. Teacher education also influenced teachers' professional identity. There were several reasons teachers chose their profession. In the future teachers wanted to develop themselves. There were also certain things that teachers needed to know how to cope with in their work, that is, professionalism consisted of certain factors. Indeed, teaching included positive and negative aspects. In the beginning of their career, teachers felt like novices and that they lacked competence. Their professional agency emerged when teachers felt that they had possibilities of influencing their work. Teachers' interviews represented a mostly pedagogical orientation, which was seen as a part of Objectives, commitments and interests. Teachers considered education and themselves as significant for children, and teachers also thought about their perceptions regarding teaching and learning. The social context of the workplace shaped their professional identity; for example, the support of colleagues was significant.
  • Tuhkanen, Tuula (Helsingfors universitet, 2012)
    The objective of polytechnics is to offer instruction that takes into account the demands of the working life and prepares the students for tasks of expertise. The research and development work for supporting the working life and the region is additionally regarded an essential activity field of the polytechnics. The thesis addresses a subject matter where the Faculty of the Behavioural Sciences of Helsinki and two polytechnics (HAAGA-HELIA, Metropolia) co-operate to develop the new environments of learning that would integrate the learning of the students and the work places. The aim of the thesis is to examine the learning and the formation of the occupational identity of the student in a co-operation project between the polytechnic and the working life. In this thesis I also attempt to develop applicable instruments for evaluating learning in projects that take place between polytechnics and the work places. In the project, a group of seven students organised a new cultural event together with a network of working life actors. The project was organised in SYMBIO-learning environment of the HAAGA-HELIA university of applied sciences of Porvoo. In this thesis three research questions were formed: 1) What were the students learning in the process of organising the Winterfest -event? 2) What were the instructors' views of the learning of the students like during the process? 3) What kind of a new model or means did the learning process produce of the organising of events? The cultural-historical activity theory and its views of learning form the theoretic framework of the thesis. The formation of identity is examined from a socio-constructive point of view. The data consisted of learning narratives, data gathered from the meetings and of the written end product of the project. The method was a content analysis of qualitative data. The central dimensions of learning were professional identity and self-confidence, the co-operation and networking skills of the working life and the characteristics and contents of the event industry. Surpassing school-based learning in a working life project brought about a new kind of an object of activity, which rendered possible the formation of motivation and meaningfulness. As a result of the learning activity, a handbook for the production of cultural events was produced. The thesis provided evidence that project based learning can be regarded as a remarkable form of studying from the perspective of motivation and meaningfulness. It seems likely that project based learning would be a suitable method for advancing the interaction between school and society. Based on the thesis some instruments of assessing the project based learning were suggested.
  • Meriluoto, Saara (Helsingfors universitet, 2014)
    Aims. The aim of this study was to investigate how the victims of workplace bullying see its effects on their professional identity and career. Earlier findings from this field have shown that there might be connection between workplace bullying and professional identity. In this study the analysis was extended to the careers of the bullied. Methods. The data for my research consisted of 33 stories, which were collected using an e-form questionnaire via three different forums. These forums were Työpaikkakiusatut.net, Kiusatut.net and Narsistien uhrien tuki ry. Respondents were asked to write a description of their experiences of workplace bullying and how they think bullying has affected their professional identity and career stages. The methods of analysis were quantitative content itemization (the forms of workplace bullying) and qualitative content analysis (professional identity and career). Findings and conclusions. The respondents described of being targeted of multiple forms of workplace bullying. The main categories were subjection, isolation and discrimination, lying, aggression, and hindering work. The connection between workplace bullying and professional identity could be formed as a continuum. In the other end of the continuum the respondents described very serious consequences to their professional identity. In the other end of the continuum the respondents could see their negative experiences as strengths. Four main categories described connection between workplace bullying and career. These categories were: unemployment or sick leaves, stagnation, decreasing work positions, and attempt to change career. The study showed that according to the victims, workplace bullying effects on professional identity and career development. The information can be utilized in supporting adult education by focusing on the critical parts of professional identity and career.