Developing social competence and other generic skills in teacher education: applying the model of integrative pedagogy

Tynjälä, Päivi; Virtanen, Anne; Klemola, Ulla; Kostiainen, Emma; Rasku‐Puttonen, Helena

doi:10.1080/02619768.2016.1171314

Cited by 93 publications

(89 citation statements)

References 48 publications

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“…This was one of the main findings of this research and emphasises the importance of taking emotions and personal experiences into account when supporting teachers' professional development and learning (see Tynjälä et al, 2016). The therapeutic effects of, for example, writing stories and poems or keeping a journal are indeed well recognised in the field of creative writing research (Bolton, 1999;Thompson, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' professional development can be seen as a process of extending their self-knowledge, including reflecting on their teacher identity involving both personal and professional elements. Therefore, teacher education should not only promote teachers' theoretical and practical knowledge, but also selfregulatory, emotional and social knowledge (Tynjälä, Virtanen, Klemola, Kostiainen, & Rasku-Puttonen, 2016).…”

Section: Supporting Teachers' Professional Developmentmentioning

confidence: 99%

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Exploring teachers’ stories of writing: a narrative perspective

Martin

Tarnanen

Tynjälä

2018

Teachers and Teaching

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This study takes a narrative perspective to examine teachers as writers and autobiographical creative writing as a way for promoting teachers' professional development. In a creative writing group for Finnish primary and secondary school teachers, the teachers expressed themselves and explored their lives and identities through autobiographical creative writing. The aim of this study was to examine the stories the teachers tell about their relationship to writing and the goals they set for their professional and personal development in the writing group. Through thematic analysis, seven descriptive themes were found in teachers' narratives of writing. Furthermore, based on the narrative analysis, a poem-like word image was composed. This study illustrates how literary methods diversify teachers' narratives. The findings shed light on teachers as creative writers and emphasise the connection between writing and well-being. Creative writing groups can be beneficial for teachers' professional development, identity work and well-being.

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Section: Discussionmentioning

confidence: 99%

Section: Supporting Teachers' Professional Developmentmentioning

confidence: 99%

Exploring teachers’ stories of writing: a narrative perspective

Martin

Tarnanen

Tynjälä

2018

Teachers and Teaching

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“…We also emphasise that although these elements of competence can be analytically separated, in high level competence they are tightly integrated and fused into each other (Tynjälä et al 2016). Thus, we see competence as a holistic phenomenon.…”

Section: Concept Of Competencementioning

confidence: 99%

“…Subject specific competences are often labelled as technical or domain specific competences (Tynjälä and Newton 2014;Sample et al 2015;Tynjälä et al 2016). Examples of forest related subject specific competence areas are silviculture, forest policy and wildlife management.…”

Section: Concept Of Competencementioning

confidence: 99%

Modelling competences and anticipating the future competence needs in the forest sector

Rekola¹,

Nippala²,

Tynjälä³

et al. 2018

Silva Fenn.

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Modelling competences and anticipating the future competence needs in the forest sector Rekola M., Nippala J., Tynjälä P., Virtanen A. (2018). Modelling competences and anticipating the future competence needs in the forest sector. Silva Fennica vol. 52 no. 3 article id 9983. 19 p. https://doi.org/10.14214/sf.9983 Highlights• The most frequently used practices of modelling competences in Finnish forest sector organisations were superior-subordinate review discussions and quantitative surveys.• Competence modelling was used for several human resources functions but surprisingly not for hiring and compensation.• The experts interviewed underlined the need for generic competences in the future, especially they highlighted the importance of information processing and personal self-management skills. AbstractThis explorative study examined practices of competence modelling in the forest sector organisations and how organisations anticipate changes in competence needs in the future. Semi-structured in-depth interviews (n = 10) were conducted amongst forest sector experts in Finland and data was analysed by thematic analysis. The findings showed that the practices of modelling competences were diverse, most frequently used ones being superior-subordinate review discussions and quantitative competence surveys. In addition to these formal systems, informal modelling, especially on the team level and in smaller companies was also frequent. Organisations used competence modelling for several human resources functions, such as appraisal, motivation and promotion of employees. Surprisingly hiring and compensation functions were not mentioned. Perceptions related to competence modelling were generally speaking positive. The most important challenges were the lack of further actions and sometimes the extraordinary burden to the employees. When anticipating the future, the experts interviewed mentioned several commonly recognised trends, e.g., development of information technology, fragmentation of working life and structural changes in labour markets. All these require more generic competences related to information processing and personal self-management, especially respondents highlighted the importance of self-awareness skills. It is concluded that several useful practices for competence modelling already exist and that present study provides a basis for further quantitative further study.

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“…The theoretical background of the PE teacher-education programme rests on andragogy (Knowles, 1980;Savicevic, 2008) and integrative pedagogy (Tynjälä, Virtanen, Klemola, Kostiainen & Rasku-Puttonen, 2016). This alternative, part-time PE teachereducation programme for adult learners differs from full-time programmes directed at younger, first-career learners by including the following andragogic features (Knowles, 1984): 1) adult learners are involved in planning goals for their learning and in executing and evaluating the instruction and learning processes; 2) adult learners' current work in schools as PE teachers provides the basis for most learning activities; 3) most topics in the programme have immediate relevance to and effect on students' jobs as teachers and their personal lives; and 4) the learning processes are problem-centred rather than content-oriented.…”

Section: Context and Participants Contextmentioning

confidence: 99%