Collaboration as the central factor determining vocational teachers´ professionality

Authors

  • Meidi Sirk
  • Meril Ümarik
  • Krista Loogma
  • Katrin Niglas

DOI:

https://doi.org/10.12697/eha.2017.5.2.04

Keywords:

educational changes, professionality, professionalism, vocational teachers, cluster analysis

Abstract

Eesti haridusmaastikul toimunud reformid on toonud kaasa muutused õpetajate professionalismis ja professionaalsuses. Hargreaves (2006) eristab õpetajate professionalismi ajajärke ja osutab, et tänapäeval on autonoomiaperiood asen dunud kollegiaalse koostöö ajajärguga. Hoyle (1974) vastandab oma professionaalsuse mudelis autonoomia ja koostöö, eristades seejuures piiratud ja avaravaatelist professionaalsust. Artikli eesmärk ongi mõista kutseõpetajate professionaalsust kollegiaalse professionalismi ajajärgul. Analüüs põhineb kõikse küsitlusuuringu andmestikul, mille sihtrühma moodustasid kutseõpetajad. Vastused saadi 501 kutse õpetajalt. Andmete analüüsimisel rakendati klasteranalüüsi, tuginedes Hoyle’i professionaalsuse mudelile. Kutseõpetajate professionaalsust iseloomustava koostöö ulatuse alusel eristus kolm klastrit: ulatuslikult võrgustunud, omaette hoidvad ja koolikesksed professionaalid. Uurimistulemustest selgus, et esimesse klastrisse kuuluvad õpetajad on teistega võrreldes enam rahul oma töö ja valitud ametiga.

PDF Summary

Downloads

Download data is not yet available.

References

Antikainen, A., Rinne, R., & Koski, L. (2009). Haridussotsioloogia. Tallinn: Tallinna Ülikool.

Brouwer, P., Brekelmans, M., Nieuwenhuis, L., & Simons, R.-J. (2012). Communities of practice in the school workplace. Journal of Educational Administration, 50(3), 346–364. https://doi.org/10.1108/09578231211223347

Cedefop (2012). Trends in VET policy in Europe 2010-12: Progress towards the Bruges communiqué. Luxembourg: Publications Office of the European Union. Retrieved from http://www.cedefop.europa.eu/en/publications/20814.aspx.

Clow, R. (2001). Further education teachers’ constructions of professionalism. Journal of Vocational Education and Training, 53(3), 407–420. https://doi.org/10.1080/13636820100200166

Cort, P. (2011). Trends in VET teaching and training: Teachers’ perceptions of change and implications for teaching practice in Denmark. In S. R. Kirpal (Ed.), National pathways and European dimensions of trainers’ professional development (pp. 45–62). Frankfurt am Main: Peter Lang.

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). Germany: University of Bremen.

Daly, A. J., Nienke, M. M., Bolivar, J. M., & Burke, P. (2010). Relationships in reform: The role of teachers’ social network. Journal of Educational Administration, 48(3), 359–−391. https://doi.org/10.1108/09578231011041062

Eesti kutseharidussüsteemi arengukava aastateks 2005–−2008 (2005). 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.

Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20−–38. https://doi.org/10.1111/j.1467-8527.2007.00392.x

Evetts, J. (2002). New directions in state and international professional occupations: Discretionary decision-making and acquired regulation. Work, Employment and Society, 16(2), 341–−353. https://doi.org/10.1177/095001702400426875

Evetts, J. (2009). The management of professionalism. In S. Gewirtz, P. Mahony, I. Hextall, & A. Cribb (Eds.), Changing teacher professionalism: International trends, challenges and ways forward (pp. 19–−30). London, New York: Routlege.

Freidson, E. (2001). Professionalism: The third logic. Chicago: Polity Press.

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

Goodson, I. F. (2010). Times of educational change: Towards an understanding of patterns of historical and cultural refraction. Journal of Education Policy, 25(6), 767–775. https://doi.org/10.1080/02680939.2010.508179

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

Grootings, P. (2009). Facilitating policy-learning: Active learning and the reform of educational systems in transition countries. In R. Maclean & D. Wilson (Eds.), International handbook of education for the changing world of work: Bridging academic and vocational learning (pp. 499–512). Dordrecht, New York: Springer. https://doi.org/10.1007/978-1-4020-5281-1_33

Hargreaves, A. (2006). Four ages of professionalism and professional learning. In H. Lauder, P. Brown, J.-A. Dillabough, & A. H. Halsey (Eds.), Education, globalization, and social change (pp. 672–−691). Oxford: Oxford University Press.

Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and non-sustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3–41. https://doi.org/10.1177/0013161X05277975

Harris, R., Simons, M., & Clayton, B. (2005). Shifting mindsets: The changing work roles of vocational education and training. Adelaide: Australian National Training Authority.

Hoyle, E. (1974). Professionality, professionalism and control in teaching. London Educational Review, 3(2), 13–−19.

Hoyle, E. (2008). Changing conceptions of teaching as a profession: Personal reflections. In D. Johnson & R. Maclean (Eds.), Teaching: Professionalization, development and leadership (pp. 285–−304). Bonn: Springer. https://doi.org/10.1007/978-1-4020-8186-6_19

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). Germany: University of Bremen.

Johns-Shepherd, L., & Gowing, E. (2007). Beyond the classroom door, beyond the school gates: The imperative for school-to-school networks for professional learning. In J. Pickering, C. Daly, & N. Pachler (Eds.), New designs for teachers’ professional learning (pp. 116–132). London: University of London.

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). Germany: University of Bremen.

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

Kutseõpetaja statuut (1995). RTL 1995, 49, 0. Külastatud aadressil http://www.estlex.ee/tasuta/?id=8&aktid=15092&fd=1&asutus=47&grupp=3.

Kutseseadus (2000). Riigi Teataja I 2001, 3, 7. Külastatud aadressil https://www.riigiteataja.ee/akt/26716.

Liivik, R., & Sirk, M. (2015). Muutused kutseõppeasutuste õpilaskonnas ja nende mõju kutseõpetaja pedagoogilisele tegevusele. T. Kuurme (toim.), Kasvatustegelikkuse ajakajalisi peegeldusi: valik kasvatusteaduslikke uurimusi (lk 175−–195). Tallinn: Tallinna Ülikooli kasvatusteaduste instituut.

Loogma, K. (2004). Töökeskkonnas õppimise tähendus töötajate kohanemisel töömuutustega (doktoritöö). Tallinn: TPÜ kirjastus.

Loogma, K. (2010). The situation of VET teachers in Estonia. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 97−–116). Germany: University of Bremen.

Loogma, K. (2014). Conceptualizing teachers’ professionalism: The case of Estonian lower secondary teachers. In A. Liimets & M. Veisson (Eds.), Teachers and youth in educational reality (pp. 11–22). Frankfurt am Main: Peter Lang Edition.

Loogma, K. (2016). Europeanization in VET policy as a process of reshaping the educational space. International Journal for Research in Vocational Education and Training, 3(1), 16–−28. https://doi.org/10.13152/IJRVET.3.1.5

Loogma, K., Tafel-Viia, K., & Ümarik, M. (2013). Conceptualizing educational changes: A social innovation approach. Journal of Educational Change, 14(3), 283−–301. https://doi.org/10.1007/s10833-012-9205-2

Moomaw, W. E. (2005). Teacher-perceived autonomy: A construct validation of the teacher autonomy scale (Doctoral dissertation). The University of West Florida. Retrieved from http://purl.fcla.edu/fcla/etd/WFE0000027.

Müller, J., Norrie, C., Hernández, F., & Goodson, I. (2010). Restructuring teacher’ work-lives and knowledge in England and Spain. Compare: A Journal of Comparative and International Education, 40(3), 265–277. https://doi.org/10.1080/03057920902830061

Noordegraaf, M. (2007). From “pure“ and “hybrid“ professionalism: Present-day professionalism in ambiguous public domains. Administration & Society, 39(6), 761–−785. https://doi.org/10.1177/0095399707304434

Pachler, N. (2007). Teacher developement. In J. Pickering, C. Daly, & N. Pachler (Eds.), New designes for teachers’ professional learning (pp. 242–268). London: University of London.

Pearson, L. C., & Moomaw, W. (2006). Continuing validation of the teaching autonomy scale. The Journal of Educational Research, 100(1), 44−–51. https://doi.org/10.3200/JOER.100.1.44-51

Pickering, J. (2007). Teachers’ professional development: Not whether or what, but how? In J. Pickering, C. Daly, & N. Pachler (Eds.), New designs for teachers’ professional learning (pp. 192–−216). London: University of London.

Rekkor, S. (2014). Kutsehariduse õppekavade reformid Eestis. H. Voolaid (toim.), Kutsehariduse kooliõppekavade koostamise ja arendamise käsiraamat (lk 9–−17). Tartu: Innove.

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

Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11(1), 45–61. https://doi.org/10.1007/s10833-008-9098-2

Singh, M. (2011). Investigating the changes in teacher professional learning: A case study of QMEA schools. Cross-Cultural Communication, 7(2), 63−–72. https://doi.org/10.3968/j.ccc.1923670020110702.007

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

Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431. https://doi.org/10.3102/00346543072003387

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). Germany: 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

The Copenhagen Declaration (2002). Enhanced EU cooperation in vocational education and training. Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=URISERV:ef0018.

Tutschner, R. (2010). The changing roles and competences of VET practitioners in Germany − IVET teachers and trainers’ perceptions of changes in their work. In S. Kirpal (Ed.), Changing roles and competences of VET teachers and trainers. Final Report / Vol. II: National summaries of interview results (pp. 35−–54). Germany: University of Bremen.

Van Ruler, B. (2005). Commentary: Professionals are from Venus, scholars are from Mars. Public Relations Review, 31(2), 159–173. https://doi.org/10.1016/j.pubrev.2005.02.022

Vähäsantanen, K., & Eteläpelto, A. (2009). Vocational teachers in the face of a major educational reform: Individual ways of negotiating professional identities. Journal of Education and Work, 22(1), 15–−33. https://doi.org/10.1080/13639080802709620

Wallace, M. (2003). Managing the unmanageable? Coping with complex educational change. Educational Management Administration & Leadership, 31(1), 9−–29.

Ümarik, M. (2015). Adopting reform policies in vocational education and training: The case of post-Soviet Estonia (Doctoral dissertation). Tallinn: Tallinna Ülikool.

Ümarik, M., Loogma, K., & Tafel-Viia, K. (2014). Restructuring vocational schools as social innovation? Journal of Educational Administration, 52(1), 97–115. https://doi.org/10.1108/JEA-08-2012-0100

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.

Published

2017-10-28

How to Cite

Sirk, M., Ümarik, M., Loogma, K., & Niglas, K. (2017). Collaboration as the central factor determining vocational teachers´ professionality. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 5(2), 80–105. https://doi.org/10.12697/eha.2017.5.2.04

Issue

Section

Articles

Most read articles by the same author(s)