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Terhi Skaniakos Leena Penttinen Marjatta Lairio 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):74-86
Peer mentoring is one of the most important guidance practices for first-year students entering higher education and academic life. We are interested in mentors’ roles and apply the ideas of group counseling in order to increase the understanding of peer mentoring. Other aspects of guidance––content, methods, and collaboration––are approached on the basis of the holistic career guidance model. The data were gathered via an online questionnaire (n?=?784) from 20 Finnish HE institutions. The results show that peer mentoring is a positive experience. The main emphasis is on the personal, psychosocial aspects of the student’s life. We identified four mentor types based on used activities. The experience of mentoring can vary according to the mentor type. 相似文献
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Finding the balance between adequately describing the uniqueness of the context of studied phenomena and maintaining sufficient common ground for comparability and analytical generalisation has widely been recognised as a key challenge in international comparative research. Methodological reflections on how to adequately cover context and comparability have extensively been discussed for quantitative survey or secondary data research. In addition, most recently, promising methodological considerations for qualitative comparative research have been suggested in comparative fields related to higher education. The article’s aim is to connect this discussion to comparative higher education research. Thus, the article discusses recent advancements in the methodology of qualitative international comparative research, connects them to older analytical methods that have been used within the field in the 1960s and 1970s, and demonstrates their analytical value based on their application to a qualitative small‐N case study on research groups in diverse organisational contexts in three country contexts. 相似文献
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Terhi Linnansaari-Rajalin Mika Kivimäki Jenni Ervasti Jaana Pentti Jussi Vahtera 《Teachers and Teaching》2013,19(2):131-149
The extent to which school neighbourhood affects teachers’ work commitment is poorly known. In the current study, we investigated whether school neighbourhood socio-economic characteristics predicted teachers’ organizational and professional commitment. Primary school teachers (n?=?1042) responded to surveys in 2000–2001 (baseline) and 2004 (follow-up). Their responses were linked to records of the school neighbourhood income and unemployment levels obtained from nationwide registers. Teachers working in areas with a high income level and low unemployment rate had longer job tenure and higher probability of organizational (school) commitment at follow-up compared to teachers working in areas with a low income level or high unemployment rate. Less consistent associations were found for professional commitment. These findings suggest that school neighbourhood characteristics may affect teachers’ work commitment, especially their organizational commitment. Further research is needed to determine whether this increases inequalities in children’s learning opportunities. 相似文献
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Terhi Mäntylä 《Science & Education》2013,22(6):1361-1387
In teaching physics, the history of physics offers fruitful starting points for designing instruction. I introduce here an approach that uses historical cognitive processes to enhance the conceptual development of pre-service physics teachers’ knowledge. It applies a method called cognitive-historical approach, introduced to the cognitive sciences by Nersessian (Cognitive Models of Science. University of Minnesota Press, Minneapolis, pp. 3–45, 1992). The approach combines the analyses of actual scientific practices in the history of science with the analytical tools and theories of contemporary cognitive sciences in order to produce knowledge of how conceptual structures are constructed and changed in science. Hence, the cognitive-historical analysis indirectly produces knowledge about the human cognition. Here, a way to use the cognitive-historical approach for didactical purposes is introduced. In this application, the cognitive processes in the history of physics are combined with current physics knowledge in order to create a cognitive-historical reconstruction of a certain quantity or law for the needs of physics teacher education. A principal aim of developing the approach has been that pre-service physics teachers must know how the physical concepts and laws are or can be formed and justified. As a practical example of the developed approach, a cognitive-historical reconstruction of the electromagnetic induction law was produced. For evaluating the uses of the cognitive-historical reconstruction, a teaching sequence for pre-service physics teachers was conducted. The initial and final reports of twenty-four students were analyzed through a qualitative categorization of students’ justifications of knowledge. The results show a conceptual development in the students’ explanations and justifications of how the electromagnetic induction law can be formed. 相似文献
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Terhi Virkki-Hatakka Ritva Tuunila Niina Nurkka 《European Journal of Engineering Education》2013,38(5):469-484
This paper reports on the systematic development of a teaching methodology for two chemical engineering courses. The aim was to improve the quality of teaching to achieve expected learning outcomes more effectively. The development was carried out over a period of several years based on an action research methodology with data systematically extracted from student feedback and teacher reflection. Two new development targets were set every year based on teacher reflection and analysis of the data. Using action research as a development tool is an approach that can also be adopted in many other teaching fields. The results show that persistent development work leads to better learning outcomes and positive course feedback. 相似文献
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Structural Development of Finnish Universities: Achieving Competitiveness and Academic Excellence 总被引：1，自引：0，他引：1
This paper discusses strategic instruments that are used to enhance the competitiveness of Finnish universities in the context of globalisation, internationalisation and commercialisation of research and education. The Finnish higher education system is currently undergoing a major policy reform, which aims to enhance the competitiveness of Finnish universities through structural development. This article focuses specifically on three themes of structural development: institutional cooperation and mergers between universities; stratification and differentiation; and changes in governance and leadership. Three ongoing projects are used as illustrations. 相似文献
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最近,我还一直在揣摩和重读已故的Jan Ekecrantz教授的著作.他的著作对我们今天关于全球媒介问题的讨论有重大贡献.我在这里以及今后将参加的会议中都将感念他的智慧和人格魅力.今天我将尝试解决Jan在他最新的文章中提给自己的问题--"在全球化的世界里如何进行媒介研究?"(Ekecrantz,2007:169).因此,我的评论不仅仅是针对Straubhaar教授的演讲或著作,而更多地针对从国际传播到全球媒介研究的范式的变化,以及这些变化对我们研究工作的影响.我的演讲基于以下的假设:当理论发生变化时,我们就必须改变方法论以及与方法论相对应的经验事实的收集.这些变化理所当然会影响我们的结论. 相似文献
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Marja Randelin Terhi Saaranen Paula Naumanen Veikko Louhevaara 《Education and Information Technologies》2013,18(1):95-111
Promoting well-being at work in the context of sustainable development is a complex and dynamic issue. To enhance sustainable well-being at work, organizational learning (OL) is one requirement. The purpose of this study was to identify and describe the characteristics of the learning program of the ergonomics ‘the Ergonetti’ that promote sustainable well-being at work implemented in the small- and medium-sized enterprises (SMEs). The data was gathered through individual thematic interviews of 14 students who participated in the study and carried out the learning tasks in 10 different SMEs. The data was analyzed using inductive content analysis in the frame of sustainable well-being at work and organizational learning. The characteristics of the learning program of ergonomics that promoted sustainable well-being at work related to the categories describing worker’s individual capabilities and competence, work organization and environment, and leadership. The results suggest that, in the light of promoting sustainable well-being at work the learning program of ergonomics may be considered an efficient and straightforward distance learning program accessible through the Internet. In addition, sustainable well-being at work through learning is rarely being in focus of occupational health research. 相似文献
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In physics teaching experimentality is an integral component in giving the starting point of knowledge formation and conceptualization.
However, epistemology of experiments is not often addressed directly in the educational and pedagogical literature. This warrants
an attempt to produce an acceptable reconstruction of the epistemological role of experiments in physics by drawing insight
from history and philosophy of physics. Towards that end, the experiments’ role in the 19th-century physics is discussed.
We propose here a reconstruction, which is based on the idea that in epistemology of experiments the inductive-like generative justification of knowledge is central. A generative view makes it possible to retain those aspects of experiments which make them purposeful for learning
and can give a starting point for students’ own construction of knowledge. The reconstruction also helps to conceive the experiments
with their correct historical role and helps to bring back the generative use of experiments in teaching, which, after all,
has never vanished from the practice of physics. 相似文献