logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

RHAPSODE LTD
Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
RHAPSODE LTD
Headquarters
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
collaboration conscious experiences latent meanings mindset motivation

Reflections on Transformation, Teamwork, and Mentoring: Student Teachers’ Self-Assessed Learning, Equality, and Equity in Competence-Based Education

Säde-Pirkko Nissilä , Esa Virkkula

This research concentrated on observing academic student teachers’ teamwork, especially its effectiveness and their attitudes to collaboration a.

T

This research concentrated on observing academic student teachers’ teamwork, especially its effectiveness and their attitudes to collaboration and transformation, as well as their reflective, written self-assessments in relation to teamwork. Teams have been studied widely, but these kinds of special contexts are rare. The target group was higher education teachers, the context was an introduction of a new pedagogical program, and the teams acted under the guidance of mentors and occasional lecturers. Besides the content analysis, the study method was a deep analysis of the essays. The most effective positive influencers proved to be social exchanges, including mentoring, peer support, input for learning and the experiences of wellbeing. Individual distrust of working methods in teams, and emotional suspicions of their self-efficacy in transformational settings emerged as latent factors, revealing mainly the difficulty of changing traditional mindsets. The analyses offered individual and community-wide opportunities to steer education in the future.

Keywords: Collaboration, conscious experiences, latent meanings, mindset, motivation.

cloud_download PDF
Cite
Article Metrics
Views
98
Download
371
Citations
Crossref
0

Scopus
0

References

Alheit, P. (1995). The concept of “biographicity” as background theory of lifelong learning? In H.-H. Krüger & W. Marotzki (Eds.), Erziehungswissenschaftliche Biographieforschung (pp. 276–307). Leske + Budrich.

Appelbaum, E., Bailey, T., Berg, P., & Kalleberg, A. L. (2000). Manufacturing advantage: Why high-performance systems pay off. Cornell University Press.

Argyris, C. (1985). Strategy, change and defensive routines. Pitman.

Bakke, D. W. (2005). Joy at work: A revolutionary approach to fun on the job. PVG Publisher.

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26. https://doi.org/10.1146/annurev.psych.52.1.1

Bass, B. M. (2007). From transactional to transformational leadership: Learning to share the vision. In R. P. Vecchio (Ed.), Leadership: Understanding the dynamics of power and influence in organizations (pp. 302-317). University of Notre Dame Press. https://doi.org/10.2307/j.ctvpg85tk.29

Bell, B. S., & Kozlowski, S. W. J. (2002). A typology of virtual teams: Implications for effective leadership. Group and Organization Management, 27(1), 14-49. https://doi.org/10.1177/1059601102027001003

Boselie, P., Dietz, G., & Boon, C. (2005). Commonalities and contradictions in HRM and performance research. Human Resource Management Journal, 15(3), 67-94. https://doi.org/10.1111/j.1748-8583.2005.tb00154.x

Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge.

Boxall, P., & Purcell, J. (2000). Strategic human resource management: Where have we come from and where should we be going? International Journal of Management Reviews, 2(2), 183-203. https://doi.org/10.1111/1468-2370.00037

Campbell, C., Clinton, J., Fullan, M., Hargreaves, A., James, C., & Longboat, K. D. (2018). Ontario: A learning province – findings and recommendations from the independent review of assessment and reporting. Ontario Ministry of Education.

Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (1993). A Theory of performance. In N. Schmitt & W. C. Borman (Eds.), Personnel selection in organizations (pp. 35-70). Jossey-Bass.

Cochran-Smith, M., & Paris, P. (1995). Mentor and mentoring: Did Homer have it right? In J. Smith (Ed.), Critical discourses on teacher development (pp. 181-202). Cassell.

Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge University Press. https://doi.org/10.1017/CBO9781139173582

Cui, V., Vertinsky, I., Robinson, S., & Branzei, O. (2018). Trust in the workplace: The role of social interaction diversity in the community and in the workplace. Business and Society, 57(2), 378-412. https://doi.org/10.1177/0007650315611724

Curry, L. (2010). The impact of a mentorship program on the academic and personal development of college athletes. [Doctoral dissertation, University of Denver]. University of Denver Digital Commons. https://digitalcommons.du.edu/etd/794

Damasio, A. R. (1994). Descartes’ error: Emotion reason, and the human brain. Avon Books.

Damasio, A. R. (1999). How the brain creates the mind. Scientific American, 281(6), 112-117. https://www.jstor.org/stable/10.2307/26058529

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01

Deltsky, A. S., & Baerlocher, M. O. (2007). Academic mentoring—How to give it and how to get it. JAMA, 297(19), 2134-2136. https://doi.org/10.1001/jama.297.19.2134

Denzin, N. K., & Lincoln, Y. S. (2005). The handbook of qualitative research. SAGE.

Edwards, J., Van Laar, D., Easton, S., & Kinman, G. (2009). The work-related quality of life scale for higher education employees. Quality in Higher Education, 15(3), 207-219. https://doi.org/10.1080/13538320903343057

Eisenhardt, K. M. (1989). Building theories from case study research. The Academy of Management Review, 14(4), 532-550. https://doi.org/10.2307/258557

Eoyang, G. H., & Holladay, R. J. (2013). Adaptive action: Leveraging uncertainty in your organization. Standford University Press.

Evers, A. T., & van der Heijden, B. I. J. M. (2016). Competence and professional expertise. In M. Mulder (Ed.), Competence-based vocational and professional education: Bridging the worlds of work and education (pp. 83-101). Springer. https://doi.org/10.1007/978-3-319-41713-4_4

Ferrazzi, K., Gohar, K., & Weyrich, N. (2022). Competing in the new world of work. How radical adaptability separates the best from the rest. Harvard Business Review Press.

Finnish National Board of Education. (2015). National core curriculum for general upper secondary schools. Finnish National Board of Education.

Fox, D. (1983). Personal theories of teaching. Studies in Higher Learning, 8(2), 151-163. https://doi.org/10.1080/03075078312331379014

Fullan, M. (1993). Change forces: Probing the depths of educational reform. Falmer Press.

Garz, D., & Raven, U. (2017). Objektive Hermeneutik als rekonstruktive Forschungsmethodik in den Sozial- und verhaltenswissenschaften. [Objective hermeneutics as reconstructive research methodology in social and behavioral sciences]. In G. Mey., & K. Mruck (Eds.), Handbuch qualitative forschung in der psychologie (pp. 1-25). Springer. https://doi.org/10.1007/978-3-658-18387-5_60-1

Goleman, D. (1998). What makes a leader? Harvard Business Review, 76, 93–102. https://hbr.org/2004/01/what-makes-a-leader

Hargreaves, A., & Fullan, M. (2000). Mentoring in the new millennium. Theory Into Practice 39(1), 50-56. https://doi.org/10.1207/s15430421tip3901_8

Harris, A., & Muijs, D. (2003). Teacher leadership improvement through empowerment? An overview of the literature. Educational Management and Administration, 31(4), 437-448. https://doi.org/10.1177/0263211X030314007

Hayes, R. L. (2020). Making meaning: A constructivist approach to counselling and group work in education. Lexington Books/Rowman & Littlefield. https://psycnet.apa.org/record/2020-32141-000

Hitzler, R. (2005). The reconstruction of meaning. Notes on German interpretive sociology. Forum qualitative Sozialforschung Forum: Qualitative Social Research, 6(3), 1-14. https://doi.org/10.17169/fqs-6.3.7

Illeris, K. (2002). Understanding the conditions of adult learning. Adults Learning, 14(4), 18-20.

Karjalainen, A. (2009). Poimintoja objektiivisesta hermeneutiikasta [Excerpts from objective hermeneutics]. In A. Kivekäs & A. Sutinen (Eds.), Teoria ja traditio (pp. 235-232). Suomen Kasvatustieteellinen Seura.

Karjalainen, A., & Nissilä, S.-P. (2008). Designing and piloting 60 ECTS-credit teacher education program for university teachers. Personal- und Organisationsentwicklung in Einrichtungen der Lehre und Forschung, 5(1+2), 24-28. https://bit.ly/3slZ9ge

Karjalainen, A., & Nissilä, S.-P. (2011). Challenge for teachers´ professional growth. How to become change agents in the organizations? In I. Zogla, L. Rutka, & L. Daniela (Eds.), Teachers´ life cycle from initial teacher education to experienced professional (pp. 205-216). University of Latvia, Department of Pedagogy, Faculty of Education, Psychology, and Art.

Karjalainen, A., & Nissilä, S.-P. (2022). Higher education teachers´ conceptions of professional development and change: A longitudinal case study of university pedagogy prospects. International Journal of Educational Methodology, 8(3), 609–623. https://doi.org/10.12973/ijem.8.3.609

Karjalainen, A., & Siljander, P. (1993). Miten tulkita sosiaalista interaktiota? [How to interprete social interaction?]. Kasvatus, 24, 334-348.

Keeping, L., & Levy, P. E. (2000). Performance appraisal reactions: Measurement, modelling, and method bias. Journal of Applied Psychology, 85(5), 708-723. https://doi.org/10.1037/0021-9010.85.5.708

Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995-1006. https://doi.org/10.1016/j.tate.2005.06.009

Kezar, A. (2001). Understanding and facilitating organizational change in the 21st century: Recent research and conceptualizations (ASHE-ERIC Higher Education Report, Volume 28, Number 4). Jossey-Bass.

Koopmans, L., Bernaards, C. M., Hildebrandt, V. H., Schaufeli, W. B., de Vet Henrica, C. W., & van der Beek, A. J. (2011). Conceptual frameworks of individual work performance: A systematic review. Journal of Occupational and Environmental Medicine 53(8), 856-66. https://doi.org/10.1097/JOM.0b013e318226a763

Laine, M., Bamberg, J., & Jokinen, P. (2007). Tapaustutkimuksen käytäntö ja teoria. [The practice and theory of case studies]. In M. Laine, J. Bamberg, & P. Jokinen (Eds.) Tapaustutkimuksen taito (pp. 9–38). Gaudeamus.

Laughlin, P. R. (2011). Group problem solving. Economics Books, Princeton University Press. https://doi.org/10.23943/princeton/9780691147918.001.0001  

Lazarus, R. S. (1991). Cognition and motivation in emotion. American Psychologist, 46(4), 352-367. https://doi.org/10.1037/0003-066X.46.4.352

Leanza, M. (2008). Kritik als Latenzbeobachtung: darstellung und diskussion grundlegender konzepte der objektiven hermeneutik und deren anwendung am konkreten fall [Criticism of latent observation, demonstration and discussion concerning the basic concept in objective hermeneutics]. In U. Freikamp, M. Leanza, J. Mende, S. Müller, P. Ullrich, & H.-J. Voss (Eds.), Kritik mit Methode? Forschungsmethoden und Gesellschaftskritik (pp. 73-104). Karl Dietz Verlag.

Leithwood, K., & Beatty, B. (2008). Leading with teacher emotions in mind. Corwin.

Lueger, M., & Vettori, O. (2014). Finding meaning in higher education: A social hermeneutics approach to higher education research. In International perspective on higher education research (Vol. 10, pp, 23-42). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-3628(2014)0000010007

Maiwald, K.-O. (2005). Competence and praxis: Sequential analysis in German sociology. Forum Qualitative Sozialforschung, 6(3), Article 31. https://doi.org/10.17169/fqs-6.3.21

Marton, F., & Neuman, D. (1989). Constructivism and Constitutionalism. Some Implications for Elementary Mathematics Education. Scandinavian Journal of Educational Research, 33(1), 35-46. https://doi.org/10.1080/0031383890330103

McDaniel, S. H., & Salas, E. (2018). The science of teamwork: Introduction to the special issue. American Psychologist, 73(4), 305-307. https://doi.org/10.1037/amp0000337 

Menges, R. J., & Rando, W. C. (1989). What are your assumptions? Improving instruction by examining theories. College Teaching, 37(7), 54-60. https://doi.org/10.1080/87567555.1989.10532160 

Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow (Ed.), Fostering critical reflection in adulthood. A guide to transformative and emancipatory learning (pp. 1-20). Jossey-Bass.

Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.

Mezirow, J. (1998). On critical reflection. Adult Learning Quarterly, 48(3), 185-198. https://doi.org/10.1177/074171369804800305

Mulder, M. (2012). Competence-based education and training. The Journal of Agricultural Education and Extension, 18(3), 305-314. https://doi.org/10.1080/1389224X.2012.670048

Mulder, M. (2017). Competence-based vocational and professional education. Technical and vocational education and training: Issues, concerns and prospects. Springer. https://doi.org/10.1007/978-3-319-41713-4

Nissilä, S.-P. (2005). Individual and collective reflection: How to meet the needs of development in teaching? European Journal of Teacher Education. Special Issue: Turning Schools into Learning Organizations, 28(2), 209-219. https://doi.org/10.1080/02619760500093354

Nissilä, S.-P. (2006). Dynamic dialogue in learning and teaching. Towards transformation in vocational teacher education [Doctoral dissertation, Tampere University, Tampere University Press]. Tampere University Trego. https://bit.ly/3SRBX6a  

Nissilä, S.-P. (2009, July 1). Identity, pedagogical awareness, and interaction in HE teacher education [Paper presentation]. ISATT Conference, Rovaniemi, Finland.

Nissilä, S.-P. (2013, July 2). Sharing expertise and social communities through peer mentoring [Paper presentation]. ISATT Conference, Ghent, Belgium.

Nissilä, S.-P., & Karjalainen, A. (2020). Development of pedagogical thinking and awareness in higher education social contexts – Longitudinal study on teacher growing process. EPooki: Oulun Ammattikorkeakoulun Tutkimus- Ja Kehitystyön Julkaisut, 72. http://urn.fi/urn:nbn:fi-fe2020091870039

Nissilä, S.-P., Karjalainen, A., & Koukkari, M. (2022). It is the shared aims, trust and compassion that allow people to prosper: Teacher educators´ lifelong learning in competence-based education. European Journal of Educational Research, 11(2), 965-980. https://doi.org/10.12973/eu-jer.11.2.965 

Nissilä, S.-P., & Virkkula, E. (2015). Problem solution processes of musicians and engineers: What do their approaches look like? Journal of Problem Based Learning in Higher Education, 3(1), 96-115. https://doi.org/10.5278/ojs.jpblhe.v3i1.1205

Oevermann, U. (2010). Strukturprobleme supervisorischer Praxis: Eine objektiv hermeneutische Sequenzanalyse zur Uberprüfung der Professionalisierungsteorie [Experiences of objective hermeneutics in the structure-problematical guidance of practice. A hermeneutical sequence analysis to test the professionalization theory]. Humanities Online.

Oevermann, U. (2013). Objektive Hermeneutik als Methodologie der Erfahrungswissenschaften von der Sinnstrukturierten Welt. [Objective hermeneutics as the methodology of experiential science in the meaning-structured world.] In P. Langer, A. Kühner, & P. Schweder (Eds.), Reflexive Wissensproduktion (pp. 69-98). Springer. https://doi.org/10.1007/978-3-658-03112-1_5 

Oevermann, U. (2014). ‘Get closer‘– Bildanalyse mit den Verfahren der objektiven Hermeneutik am Beispiel einer google earth-Werbung [Image analysis with the methods of objective hermeneutics using the example of a Google Earth advertisement]. In K. Kraimer (Ed.), Aus Bildern lernen. Optionen einer Sozialwissenschaftlichen Bild-hermeneutik (pp. 38-75). Klaus Münstermann Verlag.

Oevermann, U., Allert, T., Konau, E., & Krambeck, J. (1979). Die Methodologie einer `objektiven Hermeneutik‘ und ihre allgemeine Forschungslogische Bedeutung in den Sozialwissenschaften [The methodology of `objective hermeneutics` and the meaning of its general research logics in social sciences]. In H.-G. Soeffner (Ed.), Interpretative Verfahren in den Sozial- und Textwissenschaften (pp. 352-434). Metzler Verlag. https://bit.ly/3Ph113c

Oevermann, U., Allert, T., & Krambeck, J. (1983). Die Methodologie einer objektiven Hermeneutik [The methodology of objective hermeneutics.] In P. Zedler, & P. H. Moser (Eds.), Aspekte qualitativer Sozialforschung (pp. 95–123). Lesle Verlag + Budrich GmbH.

Paul, P. (1998). Stories adult learners tell …Recent research on how and why adults learn [Paper presentation] Adult Education Research Conference. https://newprairiepress.org/aerc/1998/papers/2

Reichertz, J. (2004). To the top. Micropolitics of career planning of social scientists. Forum Qualitative Social Research, 5(2), Article 16. https://doi.org/10.17169/fqs-5.2.612 

Rostila, I. (2019). Objektiivinen hermeneutiikka tapaustutkimuksen lähestymistapana. [Objective hermeneutics as the approach of case studies.] Janus Sosiaalipolitiikan ja sosiaalityön tutkimuksen aikakauslehti, 27(3), 283-298. https://doi.org/10.30668/janus.70957 

Schnettler, B. (2002). Social constructivism, hermeneutics, and the sociology of knowledge. Forum Qualitative Social Research, 3(4), Article 1. https://doi.org/10.17169/fqs-3.4.785 

Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (Revised and updated ed.). Penguin Random House.

Siljander, P., & Karjalainen, A. (1991). Merkityksen käsite kasvatustieteessä [The conception of meaning in educational science]. Kasvatus, 22(5-6), 377-387.

Virkkula, E. (2016). Communities of practice in the conservatory: Learning with a professional musician. British Journal of Music Education, 33(1), 27-42. https://doi.org/10.1017/S026505171500011X

Virkkula, E. (2022). Student teachers’ views of competence goals in vocational teacher education. European Journal of Teacher Education, 45(2), 250-265. https://doi.org/10.1080/02619768.2020.1806229 

Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14. https://doi.org/10.1023/A:1009017532121

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932

Wesselink, R., Biemans, H. J. A., Mulder, M., & van den Elsen, E. (2007). Competence based VET as seen by Dutch researchers. European Journal of Vocational Training, 40, 38-51.

Wesselink, R., de Jong, C., & Biemans, H. J. A. (2010). Aspects of competence-based education as footholds to improve the connectivity between learning in school and in the workplace, Vocations and Learning, 3, 19-38. https://doi.org/10.1007/s12186-009-9027-4

White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297-333. https://doi.org/10.1037/h0040934   

Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers and Education, 58(1), 365-374. https://doi.org/10.1016/j.compedu.2011.08.029

Yero, J. L. (2010). Teaching in mind: How teacher thinking shapes education. Booklocker.Com Inc.

Young, M. D., & McLeod, S. (2001). Flukes, opportunities, and planned interventions: Factors affecting women’s decisions to become school administrators. Educational Administration Quarterly, 37(4), 462-502. https://doi.org/10.1177/0013161X01374003

...