Kutseõpetajate professionaalse mälu roll õpilastega seotud muutuste kogemisel

  • Meidi Sirk
  • Reeli Liivik
  • Meril Ümarik
  • Krista Loogma

Teesid

Kutseõpetajate professionaalsust mõjutavad oluliselt õpilaskonna muutused, millega on kaasnenud uued nõudmised tööle. Varasemates uurimustes on rõhutatud, et muutuste kogemisele avaldab mõju professionaalne mälu, mis sisaldab ametialaseid mälestusi ja sündmusi, kujundades nende kaudu professionaalseid teadmisi ja tööalaseid tavasid. Käsitledes professionaalset mälu kui ühte kutseõpetajate professionaalsuse karakteristikut, oleme seadnud uurimuse eesmärgiks selgitada kutseõpetajate kogetud muutusi õpilaskonnas, tuginedes professionaalse mälu kontseptsioonile. Artikkel põhineb kombineeritud uurimisviisil, kus andmeid koguti kvantitatiivse küsitluse ja kvalitatiivse poolstruktureeritud intervjuudega. Uurimistulemustest ilmneb, et lühema staažiga ja nooremad kutseõpetajad kogevad muutusi õpilaskonnas positiivsemalt kui pikema staažiga ja vanemad kutseõpetajad. Lisaks mõjutab muutuste kogemist töö kontekst. Õpilaskonna muutustele antud tähendused sõltuvad ühiskondlikest ja hariduspoliitilistest sündmustest, millega õpetajad on kokku puutunud, ning tööga seotud nostalgilistest mälestustest.

PDF Summary

Viited

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Ben-Peretz, M. (2002). Retired teachers reflect on learning from experience. Teachers and Teaching, 8(3/4), 313–323. https://doi.org/10.1080/135406002100000468

Cedefop (2017). Eesti kutseharidus: lühiülevaade. Luxembourg: Euroopa Liidu väljaannete talitus.

Cort, P. (2010). Synthesis of findings on CVET teachers and trainers. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 55–58). Bremen: University of Bremen.

Cort, P., & Rolls, S. (2010). IVET teachers’ perceptions of change and their implications for teaching. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 59–69). Bremen: University of Bremen.

Creswell, J. W. (2010). Mapping the developing landscape of mixed methods research. In A. Tashakkori & C. Teddlie (Eds.), Sage handbook of mixed methods in social & behavioural research (2nd ed., pp. 46−67). California: Sage Publication. https://doi.org/10.4135/9781506335193.n2

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education.

Cunningham, P. (2007). Plowden in history: Popular and professional memory. Forum, 49(1/2), 22–31. https://doi.org/10.2304/forum.2007.49.1.21

Eesti elukest va õppe strateegia 2020 (2014). Tartu: Haridus- ja Teadusministeerium. Külastatud aadressil https://www.hm.ee/sites/default/files/strateegia2020.pdf.

Eesti kutseharidussüsteemi arengukava aastateks 2005−2008 (2005). Tartu: Haridus- ja Teadusministeerium.

Eesti kutseharidussüsteemi arengukava 2009–2013 (2009). Tartu: Haridus- ja Teadusministeerium. Külastatud aadressil https://www.hm.ee/sites/default/files/kutseharidusysteemi_arengukava_2009_2013.pdf.

Espenberg, K., Beilmann, M., Rahnu, M., Reincke, E., & Themas, E. (2012). Õpingute katkestamise põhjused kutseõppes. Tartu: Tartu Ülikooli sotsiaalteaduslike rakendus uuringute keskus RAKE ja CPD OÜ.

Gardner, P. (2003). Oral history in education: Teacher’s memory and teachers’ history. History of Education, 32(2), 175−188. https://doi.org/10.1080/00467600304159

Goodson, I. (2003). Professional knowledge, professional lives: Studies in education and change. Maidenhead: Open University Press.

Goodson, I., Moore, S., & Hargreaves, A. (2006). Teacher nostalgia and the sustainability of reform: The generation and degeneration of teachers’ missions, memory, and meaning. Educational Administration Quarterly, 42(1), 42−61. https://doi.org/10.1177/0013161X05278180

Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967–983. https://doi.org/10.1016/j.tate.2005.06.007

Haridussilm (2018). Haridus: statistika. Külastatud aadressil https://www.haridussilm.ee/.

Hughes, J., & Attwell, G. (2010). Training needs of trainers and VET teachers in the UK. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 7−22). Bremen: University of Bremen.

Kats, E., van Lakerveld, J., & Smit, H. (2010). Changing roles and competences in vocational training and professional development – Reflections on the interviews with Dutch educational professionals. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 23−33). Bremen: University of Bremen.

Kirpal, S. (2011). Emerging roles and competence requirements of teaching and training practitioners – A European perspective. In S. Kirpal (Ed.), National pathways and European dimensions of trainers’ professional development (pp. 27−44). Frankfurt am Main: Peter Lang.

Kutseharidusprogramm 2018−2021 (2018). Tartu: Haridus- ja Teadusministeerium. Külastatud aadressil https://www.hm.ee/sites/default/files/7_kutseharidusprogramm_2018-2021.pdf.

Loogma, K. (2013). Kutseharidus. R. Mikser (toim), Haridusleksikon (lk 162–169). Tallinn: Eesti Keele Sihtasutus.

Mason, J. (2002). Qualitative researching. London: Sage Publications.

Nestor, M., & Nurmela, K. (2013). Kutseharidus ja muutuv tööturg. Tööandjate uuringu lõpparuanne. Tallinn: Poliitikauuringute Keskus Praxis.

Rekkor, R., Ümarik, M., & Loogma, K. (2013). Adoption of national curricula by vocational teachers in Estonia. Journal of Vocational Education and Training, 65(4), 489−506. https://doi.org/10.1080/13636820.2013.841277

Riigikontroll (2016). Ülevaade täiskasvanute osalemisest kutseõppes. Külastatud aadressil http://www.riigikontroll.ee/tabid/206/Audit/2375/Area/1/language/et-EE/Default.aspx.

Sirk, M., Liivik, R., & Loogma, K. (2016). Changes in the professionality of vocational teachers as viewed through the experiences of long-serving vocational teachers in Estonia. Empirical Research in Vocational Education and Training, 8(13), 1−26. https://doi.org/10.1186/s40461-016-0039-7

Statistikaamet (2007). Kutseharidus 1996–2006. Tallinn: Statistikaamet.

Susimetsä, M. (2010). Finland. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 71−78). Bremen: University of Bremen.

Tafel-Viia, K., Loogma, K., Lassur, S., & Roosipõld, A. (2012). Networks as agents of innovation: Teacher networking in the context of vocational and professional higher education reforms. Vocations and Learning, 5(2), 175−193. https://doi.org/10.1007/s12186-012-9077-x

Tamm, A. (2011). Riiklike õppekavade rakendumine kutseõppeasutustes. Tallinn: Klaris.

Tarpey, P. (2009). Professional memory and English teaching. English Teaching: Practice and Critique, 8(1), 52−63.

Tarpey, P. (2015). Professional memory in context: Can it help counter the ‘counterrevolution’? Changing English, 22(4), 382−392. https://doi.org/10.1080/1358684X.2015.1109836

Tarpey, P. (2016). Fire burn and cauldron bubble: What are the conjunctural effects on English teacher professional memories, identities and narratives? Changing English, 23(1), 77–93. https://doi.org/10.1080/1358684X.2015.1133767

Tegevuskava kutseharidussüsteemi arendamiseks Eestis aastatel 2001–2004 (2001). Tallinn: Haridusministeerium, Kutsehariduse ja Tööhõive Seirekeskus.

Van Middelkoop, D., Ballafkih, H., & Meerman, M. (2017). Understanding diversity: A Dutch case study on teachers’ attitudes towards their diverse student population. Empirical Research in Vocational Education and Training, 9(1), 1−19. https://doi.org/10.1186/s40461-016-0045-9

Vähäsantanen, K., & Eteläpelto, A. (2011). Vocational teachers’ pathways in the course of a curriculum reform. Journal of Curriculum Studies, 43(3), 291−312. https://doi.org/10.1080/00220272.2011.557839

Ümarik, M., & Goodson, I. F. (2018). Nostalgia in the narratives of vocational teachers as a way of understanding responses to change. Critical Studies in Education. https://doi.org/10.1080/17508487.2018.1500385

Ümarik, M., & Rekkor, S. (2013). Diversification of students and professional roles of vocational teachers: Teachers’ individual approaches to negotiate work identities. In J. Mikk, M. Veisson, & P. Luik (Eds.), Change in teaching and learning, 5 (pp. 9−26). Frankfurt am Main: Peter Lang.

Avaldatud
2019-05-01
Rubriik
Artiklid / Articles

Autori enimloetud artiklid