Connecting professionalism, learning and identity
DOI:
https://doi.org/10.12697/eha.2020.8.2.02aKeywords:
professional learning, professional identity, learning communities, categories of learning, professional learning culture, learning preferencesAbstract
Selles kontseptuaalses artiklis püüame ühendada mõned oma varasematest käsitustest uueks sidusaks õppija identiteedi mudeliks. Artikli esimeses osas esitame ülevaate teadusuuringutest ja teooriatest, mis käsitlevad professionaalset ja töökohal õppimist. Teises osas vaatleme töötamist nn õppe maastikul. See on metafoor, mida kasutame organisatsioonilise õppimise kirjeldamiseks. Kolmandas osas käsitleme õppimiseelistusi: kirjeldame viit töökohal õppimise viisi. Neljandas osas tutvustame õppiva professionaali kontseptsiooni. Viiendas osas anname ülevaate teadusuuringutest ja teooriatest, mis käsitlevad professionaalset identiteeti, mille lahutamatuteks osadeks on see, kes sa oled (inimesena), millist tööd (elukutse) ja kus sa seda teed (keskkond). Arutelu osas püüame selgitada, kuidas saab erinevaid mudeleid ühendada, diferentseerida ja lõimida. Kõikide käsitluste puhul lähtume professionaalsest identiteedist. Lõimitud kontseptuaalses küsimustikus võtame kogu teema kokku, pakume välja õppija identiteedi uue kontseptsiooni ja näitame, milliseid tulemusi annab professionaalse õppimiskultuuri soodustamine.
Full textDownloads
References
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.
Bereiter, C. (2002). Education and mind in the knowledge age. Hillsdale: Erlbaum.
Berings, M.G.M.C. (2006). On-the-job learning styles: conceptualization and instrument development for the nursing profession. PhD. Tilburg: Tilburg University.
Bolhuis, S. M. (1995). Leren en veranderen bij volwassenen. Een nieuwe benadering. [Learning and change with adults: a new approach]. Bussum: Coutinho.
Bruner, J. (1996). The culture of education. Cambridge: Harvard University Press.
Doornbos, A. J. (2006). Work related learning at the Dutch police force. PhD. Nijmegen: Radboud University.
Engeström, Y. (1999). Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 377–404). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511812774.025
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406. https://doi.org/10.1037/0033-295X.100.3.363
Freidson, E. (2001). Professionalism: the third logic. Chicago: The University of Chicago Press.
Gardner, H., & Shulman, L. S. (2005). The professions in America today: Crucial but fragile. Daedalus, 134, 13–18. https://doi.org/10.1162/0011526054622132
Greenwood, E. (1957). Attributes of a profession. Social work, July, 45–55.
Illeris, K. (2014). Transformative learning and identity. New York: Routledge.
James, W. (1890). The Principles of Psychology. Adelaide (Australia): eBooks@Adelaide. The University of Adelaide Library. University of Adelaide.
Kegan, R. (2009). What 'form' transforms? A constructive-developmental approach to transformative learning. K. Illeris (Ed.), Contemporary theories of learning (pp. 35–52). New York: Routledge.
Meggison, D. (1996). Planned and emergent learning. Management Learning, 27, 411–428. https://doi.org/10.1177/1350507696274002
Nolin, J. (2008). In search of a new theory of professions. Report of the University of Borås (Sweden) in the series Science for the professions, 4, 1–53.
Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. New York: Oxford University Press.
Paavola, S., Lipponen, L., & Hakkarainen, K. (2002). Epistemological foundations for CSCL: A comparison of three models of innovative knowledge. G. Stahl (Ed.), Proceedings of CSCL 2002 (pp. 24–32). Hillsdale: Erlbaum. https://doi.org/10.3115/1658616.1658621
Ruijters, M. C. P. (2006). Liefde voor leren [Love for learning]. Doctoral dissertation, Utrecht University.
Ruijters, M. C. P., & Simons, P. R. J. (2006). Het leerlandschap van organisaties [The learning landscape of organizations]. Develop, 2, 54–63.
Ruijters, M. C. P. (Ed.) (2015a). Je binnenste buiten. Over professionele identiteit in organisaties. [Your inside out. About professional identity in organizations]. Deventer: Vakmedianet.
Ruijters, M. C. P. (2015b). Praktijkverkenningen. [Exploring practice] M. C. P. Ruijters (Ed.), Je binnenste buiten. Over professionele identiteit in organisaties. [Your inside out. About professional identity in organizations] (pp. 145–190). Deventer: Vakmedianet.
Ruijters, M. C. P. (2015c). Professionele identiteit. [Professional identity]. In M. C. P. Ruijters (Ed.), Je binnenste buiten. Over professionele identiteit in organisaties. [Your inside out. About professional identity in organizations] (pp. 191–240). Deventer: Vakmedianet.
Ruijters, M. P. C., & Simons, P. R. J. (2015). Professionaliteit [Professionality]. M. C. P. Ruijters (Ed.), Je binnenste buiten. Over professionele identiteit in organisaties. [Your inside out. About professional identity in organizations] (pp. 59–98). Deventer: Vakmedianet.
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Senge, P. (1990). The fifth discipline: the art and practice of the learning organization. London: Random House.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27, 4–13. https://doi.org/10.3102/0013189X027002004
Shaffer, D. W. (2006). How Computer Games Help Children Learn. New York: Palgrave Macmillan.
Simons, P. R. J., & Ruijters, M. C. P. (2001). Work related learning: Elaborate, expand, externalise. In L. Nieuwenhuis (Ed.), Dynamics and stability in VET and HRD (pp. 101–114). Enschede: Twente University Press.
Simons P. R. J., & Ruijters M. C. P. (2004). Learning Professionals: Towards an Integrated Model. H.P.A. Boshuizen, R. Bromme, & H. Gruber (Eds.) Professional Learning: Gaps and Transitions on the Way from Novice to Expert. Innovation and Change in Professional Education (pp. 207–229). Dordrecht: Springer. https://doi.org/10.1007/1-4020-2094-5_11
Simons, P. R. J., & Ruijters, M. C. P. (2008). Varieties of work-related learning. International Journal of Educational Research, 47(4), 241–251. https://doi.org/10.1016/j.ijer.2008.07.001
Simons, P. R. J., & Ruijters, M. C. P. (2014). The real professional is a learning professional. S. Billet, C. Harteis & H. Gruber (Eds.), International Handbook of research in professional and practice based learning (pp. 955–985). Berlin: Springer. https://doi.org/10.1007/978-94-017-8902-8_35
Thijssen, J. (1987). Bedrijfsopleidingen als werkterrein. [Training and development as field of work]. Den Haag: Vuga.
Van Oeffelt, T., Ruijters, M. C. P., Van Hees, A., & Simons, P. R. J. (2017). Professional identity, a neglected core concept of professional development. K. Black, R. Warhurst, & S. Corlett (Eds.), Identity as a Foundation for Human Resource Development (pp. 237–252). London: Taylor & Francis. https://doi.org/10.4324/9781315671482-16
Van Oeffelt, T. P. A., Ruijters, M. C. P., & Wempe, J. F. D. B. (2020). Towards collective professionalism: Lessons from a systematic review of literature on the history of professionalism. Manuscript in preparation.
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
