Browsing by Subject "ammatillinen toimijuus"

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  • 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.
  • Huovinen, Jessica (Helsingin yliopisto, 2018)
    Goals. This study aim is to produce new knowledge relating to a personnel training concerning to employees' agency. The study examines personnel training as a regulator and a facilitator of an employees' agency giving space especially for employees' views. There are differences in understanding the concept of agency between sciences but in this study the agency is referred to individual's activity, initiative, involvement and an experience in managing their own work. As a subject of review is especially building a professional agency. Previous research data about a personnel training emphasizes very often company's view, not so much individual's view. Because of this, study offers a new knowledge in the field of adult education. Previous research data shows that there has been growth relating to involvement to a personnel training. Despite of this companies have not been able to pay enough attention to the relationship between personnel training and employee's agency. An assessment and a planning of a personnel training has found to be inadequate. Thus, could be said that individuals have equal opportunities to participate in personnel training provided by the company despite for example individual´s earlier education background, age or the nature of the employment relationship. Methods. The aim of this study was to bring answers for the research questions presented earlier through a case study. The target company was a domestic logistics company Niemi Palvelut Oy. A research material was collected at the target company during spring 2018 by using questionnaire. A total of participants participated in the survey was 40 people, which included employees from the office and from the production side. The collected material was analysed by using the theme analysis. Results and conclusions. Personnel training proved to be an actor regulating and enabling factor based on employees’ responses. Employees’ responses strongly emphasized the importance of the employer support as well as the support of colleagues. Opportunities for training were unequal among different personnel groups, employees felt also that they were not informed enough. Employees needed more guidance and support in the field of personnel training. Although this is a case study, the results obtained can also be applied to other companies. The research data obtained is relevant for the individual, for the society but also for the companies.
  • 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.
  • Puha, Joonatan (Helsingin yliopisto, 2020)
    Aims. The focus of this study is to uncover a class teacher’s mental structures regarding the interaction between school and home. The main objective of the study is to describe, analyze and interpret how recently graduated class teachers determine themselves as part of the interaction between school and home, and how they build shared knowledge using relational expertise. This research holds a theoretical perspective. The research questions of the study are as follows: 1) How do common knowledge and object of activity evolve as theoretical concepts as they interpret newly graduated class teachers’ understanding of interaction between school and home? 2) How do the interviewees use their relational expertise as they expand the objects of activity between school and home? 3) What sort of dialectical dissonances do the interviewees understand in the interaction between school and home on the systemic level of school? Materials and methods. The material of the research consists of the transcriptions of thematic interviews of three class teachers, who have studied behavioral science, and their written views concerning the interaction between school and home. The study follows a phenomenographic approach as the methodology. At the first stage of the analysis different meanings are inductively charted from the interviews to determine how they understand interaction between school and home. At the second stage meanings are deductively merged into theoretical categories. Finally, the interrelated systems of theoretical categories are made. In this interrelated system the theoretical concepts of relational expertise, shared knowledge, object of activity and professional agency interact to form a new theoretical synthesis to describe interaction between school and home. Results. The interviewees build shared knowledge through contributing to finite and infinite objects of activity. The interviewees use relational expertise and professional agency to expand the objects of activity. The contribution of the interviewees to the infinite object of activity appears more future-oriented than to the finite object of activity. The school system did not encourage reciprocal communication between school and home for the interviewees. According to the interviewees, the agency of students during the interaction between school and home is not as clear as the agency of class teacher or parents. A potential follow-up research could address the agency of the student in communication between school and home.
  • Korhonen, Julia (Helsingin yliopisto, 2021)
    Objective of the study. Assessment is a central part of academic teacher education studies and supporting the development of professional agency a key objective of assessment in tertiary education. Therefore, understanding students’ experiences of being assessed and the development of professional agency in assessment situations is important. Teachers’ professional agency is an integrative concept consisting of three dimensions: motivation, self-efficacy and classroom strategies. Previous studies have shown that the teaching practice periods and social interaction situations during teacher education are important in the development of student teachers’ professional agency. Furthermore, previous studies have suggested that assessment practices are related to students’ motivation, self-efficacy and learning. Previous studies have not explored students’ assessment experiences in relation to the development of their professional agency. The purpose of the present study is to find out what kind of assessment situations student teachers identify as important, and how these assessment situations are related to the development of teachers’ professional agency. Methods. The data consisted of eight individual interviews, collected from student teachers who were at the final phase of their studies. The Critical Incident method was applied when carrying out the interviews. The participants were asked to recall assessment situations during their teacher education studies which they found important for their professional development. The interview data were analyzed using the abductive content analysis approach. Results and conclusions. The results suggested that assessment situations were related to the development of student teachers’ professional agency. The clearest relation was found between assessment situations and students’ self-efficacy. The students considered formative, timely, dialogical and well-founded assessment as the most beneficial in supporting the development of their professional agency. Assessment as its best can enhance students’ experiences of being on the right track, capability for teacher profession and having the sufficient skills for teacher’s work in the future. Poorly executed assessment can impede the development of professional agency. Based on the results the use of dialogical feedback practices and interactive peer assessment practices can be particularly beneficial in supporting the development of students’ motivation, self-efficacy and classroom strategies. It is important to consider the development of students’ professional agency in developing the assessment practices of the academic teacher education.
  • 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.
  • Sjölund, Jonna (Helsingin yliopisto, 2018)
    Objectives. The purpose of the study was to examine which factors affect the formation of the interactive relationship between a special needs assistant and a class teacher and to explore if there is multiprofessional co-operation and professional agency between a special needs assistant and a class teacher. The theoretical background of the study was the concept of professional agency (ammatillinen toimijuus) by Anneli Eteläpelto (2017) which refers to the possibilities of influence of an employee and experientiality of their job. Subject focused sociocultural approach i.e. the idea of selves–that are shaped by experiences and values–is also connected to professional agency. Methods. The material was collected in December 2017 in one of the comprehensive schools in Helsinki metropolitan area. Two pairs consisting of a third-class special needs assistant and class teacher were interviewed. The pairs did not work together or operate within the same cell of classrooms, but the special needs assistants worked as cell centred special needs assistants co-operating with the other class teachers of the same cell of classrooms although mainly they worked with the class teacher participating in the study. These pairs were coded as work pair 1 and work pair 2. The material was collected by pair interviews with the semi-structured theme interview and the material was analysed by using material-oriented content analysis. The material was coded by using the theory by Eteläpelto (2017) and the conclusions drawn on the material were based on the theme categories created with the same theory. In this study the theoretical background was supported by a previous literature review on the same topic. Results and conclusions. There are all dimensions of professional agency between the work pairs, and the subject oriented sociocultural approach is a significant part of the formation of an interactive relationship. In this study, the school building is not an influencing factor in the formation of interactive relationship, but the resources of the working environment advance the interactive relationship e.g. by alert phone system. The interactive relationships are advanced by time spent together, appreciation, the clarity of the work roles and multiprofessional co-operation. The interactive relationships are weakened by space planning, rush, incompatibility of the pairs, turnover of the staff and the unappreciation of the special needs assistant in the working community. The work pairs feel the relationship between them to be important because it has positive effects on the working community and the learning process of the children. The work pairs think that the school environment is not fit for working if one is unwilling to co-operate. The special needs assistants and class teachers feel that their interactive relationship should be improved considering the time resources by adding more time for them to spend together.
  • Karme, Sorella (Helsingin yliopisto, 2020)
    Based on practical theoretical openings, this study examines the development-oriented agency of social workers working in public sector and actively involved in the development activities provided by the organisation, and their perceptions of the changing expertise of social work regarding the transformational challenges and development needs generated by the changing working life. The change in expertise is examined in relation to examinees’ personal work and development goals, perceptions of organisational citizenship behaviour and opportunities of competence development offered by the organisation. By examining the employees who welcome development, the aim of the study is to provide practical information on ways in which all social workers can be inspired and supported to develop their own skills and work, even though social work is demanding, working environments and conditions are constantly changing and opportunities for vertical career development are limited. The study relied on qualitative methods and the data was collected using semi-structured interview and the method of empathy-based stories (MEBS). The sample consisted of individual interviews of social work¬ers (N=6) – working for the City of Helsinki, in Social Services and Health Care Division and who have participated in career model program provided by the division – empathy-based stories collected upon interviews and of final reports on development projects social workers in question implemented as a part of the career model program. The data was analyzed by using qualitative theory-driven content analysis as well as interpretations characteristic for semiotic analysis. The results suggested that social workers perceive developing not only as an inherent way to act but also part of one’s work and professional identity as a matter of course. Hence, transformative agency can be perceived as an active means of responding to change, that appeared to have consolidated to a professional practice as a result of successful development initiatives and transactive processes as well as self-recognition of activities, i.e. by experiencing development as meaningful. Ambition to develop and pursue high-quality and ethically sustainable, research-based and customer-oriented work has also encouraged social workers to overcome potential organisational barriers. Based on this study, social workers’ transformative agency should primarily be supported by communal and organisational means, because it is crucial that development work is recognized as significant also at a collective level. The possibilities for horizontal career development should be expanded and diversified, employees’ self-recognition of activities, development-related skills and positive mindsets strengthened, the core aspect of social work and associated values clarified, and time for development be set aside. In addition, structures enabling professional learning and reflection, the accessibility of research knowledge, as well as practices supporting the dissemination and consolidation of innovations should be safeguarded.
  • Ojala, Sonja (Helsingin yliopisto, 2021)
    The aim of this study was to explore the attitudes of general upper secondary school teaching staff towards support for learning as a part of their job. Furthermore, this study focuses on the professional agency and orientations of the teaching staff in the context of general upper secondary education reform. One of the pivotal changes in the reform is the legal right of students to receive special needs education and other support for learning in accordance with their needs. It is stated in the new core curriculum that special needs education will be provided by a special needs teacher, whereas other support for learning will be implemented by teaching staff as a whole. This study was carried out as a qualitative case study. 19 members of teaching staff in one general upper secondary school participated in the study, including subject teachers, guidance counsellors and a special needs teacher. The data was collected through six focus group interviews and an online survey. Topics covered in the interviews and the survey included providing support for learning, defining one’s role and its boundaries at work as well as values related to work. The data was analysed using content analysis. Based on the results of this study, teaching staff perceives support for learning to be important in general upper secondary education. However, their opportunities to give support in practice are influenced by multiple external and personal factors as well as factors related to the work community and students. Teaching staff finds it challenging to support their students especially due to large group sizes, lack of time, student hesitation to seek and receive support, and the limited skills of subject teachers. The results indicate that strong professional agency is especially practiced by subject teachers in class. On the other hand, as general upper secondary education undergoes several reforms, teaching staff points out that their responsibilities increase while resources are inadequate. In this study, four types of participants’ professional orientations were found regarding their perceived core tasks at work. According to the teaching staff, the main objectives of general upper secondary education are to provide students with extensive general knowledge and skills for the future as well as to support their personal growth.
  • Vauhkonen, Eveliina (Helsingfors universitet, 2016)
    Work has become more and more expertised and complex, leading to a situation where best knowledge of the issues is dispersed wider in the organization. Implementation of work has changed towards more versatile, emphasazing individual's agency at work and learning. Thereby, the transition of power and responsibility for each employee is seen as important. These changes at work requires examining work-based learning in a new light. Need for this research arose from organizational change towards self-directing operating model. This demands to think individual's role and responsibility about their own learning and development. Research problem consisted of how experts learn in their work and what is the role of agency in learning. Results will help to better understand the development of organizational knowledge processes and expert work. Theoretical framework examines key theoretical concepts of learning, understanding impact of changes in the work and agency's role for learning. The study was conducted using a theme interview for ten employees, who operate in hybrid expertise roles in the organization. The data was collected at the turn of the year 2015-2016 and analyzed with content analysis. The units of analysis consisted from the nature of the job, learning practices and agency in professional development. The results showed that the working environment has a strong orientation to learning and informal learning played an important role. In addition, the results showed a different agency in relation to professional development. Others defined their learning objectives very actively and others were more adjusted to the possibilities offered by the organisation. Learning, however, was more individual than shared. The results demonstrate the need to modify the learning environment in the way it takes into account the different individuals from the perspective of learning. In practice, change to self-directing model requires that everyone takes responsibility to de-fine the shared and individual learning needs. As a conclusion the organization should provide a wide range of learning and influence channels, to support both individual and shared agency in learning and professional development.