Identity and Agency in Professional Learning

Eteläpelto, Anneli; Vähäsantanen, Katja; Hökkä, Päivi; Paloniemi, Susanna

doi:10.1007/978-94-017-8902-8_24

Cited by 72 publications

(109 citation statements)

References 105 publications

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“…Barnett 2009;Case 2013;Su 2011) and professional work (see Eteläpelto et al 2014). No previous attempts have been made to study student agency with quantitative tools.…”

Section: Discussionmentioning

confidence: 99%

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Assessing agency of university students: validation of the AUS Scale

Jääskelä

Poikkeus

Vasalampi

et al. 2016

Studies in Higher Education

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Fostering agency as a core component of professionalism is seen as a critical task of higher education. However, the tools for assessing university students' agency, and the pedagogical and relational resources needed for its development, are lacking. The present study describes the theoretical foundations and factor structure of the newly developed Agency of University Students (AUS) Scale, which assesses students' course-specific agency. In the factor analysis, ten factors emerged. Four of these -Interest and motivation, Self-efficacy, Competence beliefs and Participation activity -are seen to represent individual resources of agency. The other four factors -Equal treatment, Teacher support, Peer support and Trust -represent relational sources of agency. Finally, Opportunities to influence, and Opportunities to make choices represent contextual sources of agency. The psychometric properties and uses of the scale are discussed.

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“…Barnett 2009;Case 2013;Su 2011) and professional work (see Eteläpelto et al 2014). No previous attempts have been made to study student agency with quantitative tools.…”

Section: Discussionmentioning

confidence: 99%

“…Billett 2008;Edwards 2005;Eteläpelto et al 2014). It also has roots in psychology and social cognitive theory (Bandura 1989).…”

Section: Framework Of Qualifications For the European Higher Educatiomentioning

confidence: 99%

Assessing agency of university students: validation of the AUS Scale

Jääskelä

Poikkeus

Vasalampi

et al. 2016

Studies in Higher Education

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“…In the turbulence of working life, professionals are often forced to reshape their professional identity, and it has been noted that this requires agency (Vähäsantanen, 2015;Billett, 2011). It is widely accepted that one's professional identity is shaped and reshaped in a close intertwining of the individual and the social (Eteläpelto, et al, 2013;Billett, 2007;Fenwick, 2008). This means that to understand professional identity, one should take into account social aspects (roles, memberships, positions and groups) on one hand and individual aspects (ontogenesis, commitments and ethical norms) on the other hand.…”

Section: Professional Agency In the Work Of Leadersmentioning

confidence: 99%

Emotions in leaders’ enactment of professional agency

Hökkä

Vähäsantanen

Paloniemi

et al. 2019

JWL

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Purpose Although there has been an increase in workplace studies on professional agency, few of these have examined the role of emotions in the enactment of agency at work. To date, professional agency has been mainly conceptualised as a goal-oriented, rational activity aimed at influencing a current state of affairs. Challenged by this, this study aims to elaborate the nature and quality of emotions and how they might be connected to the enactment of professional agency. Design/methodology/approach Data are collected in the context of a leadership coaching programme that aimed to promote the leaders’ professional agency over the course of a year. The participants (11 middle-management leaders working in university and hospital contexts) were interviewed before and after the programme, and the data were analysed using qualitative content analysis. Findings Findings showed that emotions played an important role in the leaders’ enactment of professional agency, as it pertained to their work and to their professional identity. The study suggests that enacting professional agency is by no means a matter of purely rational actions. Practical implications The study suggests that emotional agency can be learned and enhanced through group-based interventions reflecting on and processing one’s own professional roles and work. Originality/value As a theoretical conclusion, the study argues that professional agency should be reconceptualised in such a way as to acknowledge the importance of emotions (one’s own and those of one’s fellow workers) in practising agency within organisational contexts.

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“…Recent studies have emphasized that professional learning occurs, in particular, via collaboration within social interaction, plus experimentation and reflection regarding one's professional mission and practices (Zwart et al, 2015). Moreover, to achieve useful outcomes, social learning processes should be designed in such a manner that professionals have sufficient resources to shape their own professional identity and work (Eteläpelto, Vähäsantanen, Hökkä & Paloniemi, 2014). This touches on the notion that if meaningful learning is to be achieved, it is crucial to acknowledge and promote agency, and negotiations on professional identity (Philpott & Oates, 2017).…”

Section: Introductionmentioning

confidence: 99%

A multi-componential methodology for exploring emotions in learning

Eteläpelto

Kykyri

Penttonen

et al. 2018

FLR

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Studies on emotions in learning are often based on interviews conducted after the learning. These do not capture the multi-componential nature of emotions, nor how emotions are related to the processes of learning. We see emotions as dimensional, multi-componential responses to personally meaningful events and situations. In this methodologically advanced pilot study we developed a multi-componential methodology, capable of providing complementary information on emotions in professional learning. For this purpose, we used a within-subject design applied to a single individual, with a focus on emotions during professional learning. Within a laboratory setting, the subject was shown personally meaningful video extracts from a learning situation in which she had previously participated. The data were gathered through (i) self-reports of emotions via the Emotion Circle (EC) online assessment tool, (ii) measures of autonomic nervous system (ANS) activity obtained via Electrodermal Activity (EDA) and Heart Rate Variability (HRV), (iii) behavioural registration of facial expression and gaze, and (iv) the Stimulated Recall Interview (SRI). Selfreports of emotions via EC, and also the emotion-driven SRI, were found to be productive, not only in detailing and explaining emotions experienced during the viewing of the videos, but also in bringing about reflective learning and novel insights. EDA and HRV provided complementary information on the subject's ANS activity during the learning process. We present conclusions and future challenges in applying a multi-componential methodology to research emotions within professional learning. Eteläpelto et al 7 | F L R AcknowledgmentProfessor Anneli Eteläpelto's highly-meritorious professional career in the field of adult education at University of Jyväskylä (Finland) will continue in her new role as an emerita. We greatly appreciate her years of dedication to research, and especially all the inspiring ideas she has introduced over the years! Among other roles, she has served the academic community as the coordinator of EARLI SIG14 "Learning and Professional Development" and hosted the SIG meeting in 2008. Further, she is renowned for her repeated successes in securing prestigious grants from the Academy of Finland and elsewhere. Anyone who has had been fortunate enough to collaborate with Anneli has probably found her an inspiring colleague and, sometimes, surprising in her contributions. In her new role as a professor emerita, she will undoubtedly continue to contribute actively to the discourse on learning and professional development. This special issue describes a starting point for new direction of research, which she has actively advocated, and we hope she will remain involved in these developments also in the future to see the vision for which she advocated fully realised.All the best and warm regards on behalf of all your colleagues! Christian, Raija, Erno, and Stephen 8 | F L R Recent studies have shown that processes of group-based identity learning are particularly imbued...

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Identity and Agency in Professional Learning

Cited by 72 publications

References 105 publications

Assessing agency of university students: validation of the AUS Scale

Assessing agency of university students: validation of the AUS Scale

Emotions in leaders’ enactment of professional agency

A multi-componential methodology for exploring emotions in learning

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