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In this paper, relying on the sociocultural framework of learning, we report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers: The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded in the collective inquiry approach. Our study identifies the forms of agency that emerged in the collective discussions of the classroom community, evidencing pre-service teachers’ transformative agency, relational agency and epistemic agency. This study also shows that the negotiation and framing of agency, and acting as accountable authors, involves changes in teacher-student positions, such as crossing and transforming traditional expert-novice boundaries, as well as recognizing and crediting this crossing of boundaries. The methods and conditions for supporting students’ agency work in teacher education are discussed. 相似文献
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Tuulikki Venninen Jonna Leinonen Lasse Lipponen Mikko Ojala 《Early Childhood Education Journal》2014,42(3):211-218
Children’s participation in the early childhood education context is a multidimensional issue and educators have a significant role in enhancing participation. In this paper, we focus on the existing challenges to children’s participation and the ways that child care educators can work as teams to meet those challenges. The data were collected with a questionnaire from 1,114 child care teams working in the Helsinki metropolitan area. These teams consisted of almost 4,000 educators who took care of almost 20,000 children. Through ESEM factor analysis, the variables were organized into five factors: Adult–Child Ratios, Professional Skills; Managing Work; Work Practices and Special Needs. The team members felt they had a varying impact on the different challenges: highest on professional skills and managing work and lowest on Adult-Child Ratios. The results offer material for reflecting on practices in early childhood education especially when children’s participation must be developed. 相似文献
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The artistic labor market is marked by several adversities, such as low wages, above-average unemployment, and constrained underemployment. Nevertheless, it attracts many young people. The number of students exceeds the available jobs by far. A potential explanation for this puzzle is that artistic work might result in exceptionally high job satisfaction, a conjecture that has been mentioned at various times in the literature. We conduct the first direct empirical investigation into artists’ job satisfaction. The analysis is based on panel data from the German Socio-Economic Panel Survey. Artists on average are found to be considerably more satisfied with their work than non-artists, a finding that corroborates the conjectures in the literature. Differences in income, working hours, and personality cannot account for the observed difference in job satisfaction. Partially, but not fully, the higher job satisfaction can be attributed to the higher self-employment rate among artists. Suggestive evidence is found that superior “procedural” characteristics of artistic work, such as increased variety and on-the-job learning, contribute to the difference in job satisfaction. 相似文献
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Pia Niemelä Ville Isomöttönen Lasse Lipponen 《Education and Information Technologies》2016,21(1):105-122
Education is increasingly enhanced by technology, and at the same time, the rapid pace of technology innovation and growing demand of consumers introduces challenges for providers of technological learning solutions. This paper investigates Finnish small and medium size companies who either develop or deliver technological solutions for education. Twelve companies were interviewed in order to capture the entrepreneurial narratives of successful design of learning solutions. Data was analyzed based on a conceptual framework. The framework draws on the situation awareness concept, meaning that we seek to answer the question how the participant enterprises examine relevant elements in their environment with regard to their development process. The results show that all the mature companies included in the study have well balanced situation awareness, but amongst the incubating and accelerating enterprises, balanced profiles are rare. 相似文献
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Jaakko Hilppö Lasse Lipponen Kristiina Kumpulainen Anna Rainio 《International Journal of Early Years Education》2016,24(2):157-171
This socioculturally informed study investigated children’s sense of agency in relation to their everyday life in preschool. The empirical data comprised focus groups reflection situations wherein Finnish preschool children (n. 19, aged 6–7) reflected on their everyday life with the help of photographs and drawings they made. Building on a situative and discursive take on the sense of agency, the results of this study highlight the different forms of the sense of agency talked into being in the focus groups. The results also provide evidence of the different activities within which children’s sense of agency was embedded. In addition, the study also engages with the notion of radical passivity to theoretically explore the borders of the concept of the sense of agency. In all, the study demonstrates the mundane side of children’s sense of agency and its subtle dynamics in day-to-day life in preschool. 相似文献
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AbstractIn 2014, the Finnish National Board of Education launched a new core curriculum with the aim of meeting the skills and competence requirements of the 21st century. The purpose of this case study was to find out what transversal competencies Finnish eighth graders developed and how they experienced studying in a problem-based transdisciplinary course, which was arranged for the transitional stage between the former and the new curriculum. The qualitative data consisted of questionnaires and interviews. The analysis followed the methods of qualitative content analysis. When asked about their learning, the students commented on not having learnt much, referring to the discipline-based knowledge. Instead, they had learnt skills through teamwork, problem solving, and expression of their views and opinions, an aspect that they did not clearly connect with the things to be learnt at school. Many students felt that they acquired the competencies that they would need later in their lives. The students’ teamwork had a crucial impact on their learning experience. The timeframe for the integrative approach needs careful consideration; the learning process in this course was perceived as being successful because it was long enough. Our study highlights that focusing on students’ views is critical when reforming curriculum. 相似文献
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This paper is based on a pedagogical action research initiative that explores what constitutes the ‘lived pedagogy’ of the classroom from the pupils' perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able to work, solve problems and create items together. The pupils appreciated situations in which they experienced a sense of belonging and could influence the use of time and space during the school day. The paper considers possibilities and challenges related to acknowledging pupils' voices in the lived pedagogy of the classroom. 相似文献
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Educational institutions are required to find new pedagogical and cognitive models and practices to cope with the challenges
of an emerging knowledge society. In creating a theoretical and practical model for future education, Scardamalia and Bereiter
have proposed the concept of knowledge building. An early implementation of this idea was in the networked classroom software
and ancillary structures known as Computer-Supported Intentional Learning Environment (CSILE). The present study aimed to
explore the indicators of knowledge building in computer-mediated discourse among 26 11-year-old Finnish students. The data
were collected during a four-week course on Energy, and consisted of students' postings stored in the CSILE database. Analysis
revealed three pedagogically and cognitively different modes of discourse: social-oriented, fact-oriented, and explanation-oriented.
These modes differed essentially from each other in the nature of the knowledge which students constructed during discourse
and in the object and focus of students' communication. During explanation-oriented discourse, students actively used abstract
and scientific concepts and the objects of their comments were theories, ideas and methods of research. Such activity is a
component of knowledge building.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Huotari P Nupponen H Mikkelsson L Laakso L Kujala U 《Journal of sports sciences》2011,29(11):1135-1141
A 25-year population-based study was conducted to determine how physical fitness and participation in leisure-time physical activity in adolescence (age 12-18 years) predict leisure-time physical activity in adulthood (age 37-43 years). In 1976, five field tests were conducted to measure muscular fitness, agility and aerobic capacity, and self-report weekly frequencies of activity were obtained by questionnaire. A modified questionnaire was repeated in 2001, when participants were age 37-43 years (N = 1525). On the basis of the questionnaire, a physical activity index was calculated both in 1976 and 2001. The odds ratios (OR) for being inactive in adulthood among those who were physically very active in adolescence compared with those who were inactive in adolescence was 0.13 for males (95%CI: 0.06-0.31) and 0.28 for females (95%CI: 0.13-0.59). The odds ratio for adult inactivity among males in the highest versus lowest fitness group in adolescence was 0.24 (95%CI: 0.07-0.81). Activity in adolescence predicted activity in adulthood in both males and females. The risk for adult inactivity was significantly lower for those who were physically active in adolescence. In addition, high fitness predicted adult activity among males but not among females. 相似文献