Algajate õppejõudude õpetamisarusaamad fotointervjuude põhjal

Mari Karm, Marvi Remmik

Abstract


Esimesed tööaastad on õppejõu professionaalsuse kujunemise seisukohast väga tähtsad, sest siis pannakse alus õppejõu identiteedi kujunemisele, liitutakse ülikooli kogukonnaga ning võetakse omaks selles valitsevad väärtused ja traditsioonid või vastandutakse neile, samuti arenevad sel ajal õpetamisoskused.

Varasemad uurimused on näidanud, et õppejõudude arusaamade, uskumuste ja väärtuste uurimine on keeruline, sest sageli pole õppejõud teadvustanud, millistele arusaamadele ja uskumustele nende professionaalne praktika toetub. Samas on visuaalsed uurimismeetodid andnud häid võimalusi õppejõu õpetamisarusaamade, professionaalse identiteedi ja selle erinevate aspektide, elukogemuste ja mälestuste tähenduse ning isiklike teooriate uurimiseks, sest need võimaldavad intervjueeritavale anda impulsi oma arusaamade teadvustamiseks ja sõnastamiseks.

Artiklis analüüsitakse 13 algaja õppejõu õpetamisarusaamu ja nende kujunemist fotointervjuude põhjal. Analüüsi tulemusel leiti, et algajat õppejõudu kui rühma ei või käsitleda lihtsustatult, sest nad on erinevad. Algajate õppejõudude õpetamisarusaamad ei ole veel välja kujunenud ning seetõttu otsivad õppejõud alles endale sobivamat ja arusaamadega kooskõlas olevat õpetamisviisi. Uurimuse tulemused osutasid, et algaja õppejõu õpetamisarusaamade kujunemisel on peamine roll õppejõu enda õppimiskogemusel üliõpilasena ning sellel, milline on tema arusaam õppimisest. Uurimus näitas, et algaja õppejõu õpetamisarusaamad peegeldavad ka seda, millise õppejõuna soovitakse ennast näha olevikus ja millises suunas areneda tulevikus. Algajate õppejõudude erinevuste mõistmine võimaldab ülikoolidel välja arendada tugisüsteeme õppejõudude professionaalse õppimise toetamiseks. Kuna õppejõud on erinevad, siis vajavad nad ka erinevat toetust.

Summary


Keywords


algaja õppejõud, õpetamisarusaamad, fotointervjuu, ülikooliharidus

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DOI: https://doi.org/10.12697/eha.2013.1.07

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