Toward a 3-P Model of Workplace Learning: a Literature Review

Tynjälä, Päivi

doi:10.1007/s12186-012-9091-z

Cited by 307 publications

(341 citation statements)

References 70 publications

Supporting

Mentioning

315

Contrasting

Unclassified

Order By: Relevance

“…For school leaders it can be very complex to steer teachers' learning in a particular direction or to experience any direct influence at all on teachers' learning pathways Jantzi 1990, Poell andvan der Krogt 2013). Nevertheless, it remains important for school leaders to show interest in teachers' individual learning pathways and recognize their current performances and professional life phase, and to stimulate a shared vision while maintaining a professional learning climate (Huberman 1993, Hoekstra et al 2009, Janssen et al 2012, Little 2012, Tynjälä 2012, Admiraal et al 2015, Kyndt et al 2016. Because of teachers making sense of what their school environment affords and actively directing their learning (Billett 2004, Bryk et al 2010), we should not expect school leaders to have a one-way influence on what teachers learn.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, the objective workplace conditions alone do not influence teachers' learning; it is how teachers make sense of their workplace as a learning environment, and as a consequence use the learning opportunities afforded by this environment (Coburn 2001, Hoekstra et al 2009, Tynjälä 2012. In this sense-making approach teachers are seen as individuals who compare school organizational messages with their pre-existing framework and decide whether to act upon school policy or not (Coburn 2001, Weick et al 2005).…”

Section: Workplace Conditions Of Schoolsmentioning

confidence: 99%

“…Workplace learning studies aim to determine which workplace conditions enable or constrain professional learning (Smylie 1995, Ellström 2001, Hoekstra et al 2009). Furthermore, in recent studies it is argued that it is not so much the objective conditions which support or impede employees' professional learning, but the way they interpret those organizational conditions in relation to their work and learning (Nishii and Wright 2007, Hoekstra et al 2009, Tynjälä 2012, Imants et al 2013). Previously, a few studies have demonstrated how mediating psychological factors on the part of the individual might impact the relation between structural and cultural dimensions of the school organization and teachers' professional learning (Kwakman 2003, Geijsel et al 2009, Thoonen et al 2011.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, recent workplace studies relied on participatory approaches and socio-cultural theories (Tynjälä 2012) to emphasize how employees are participating in communities of practice or participating in professional development. However, within those approaches, the teacher as an individual making deliberate choices in the workplace environment is overlooked (Hodkinson and Hodkinson 2005).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

View full text Add to dashboard Cite

Schools' structural workplace conditions (e.g. learning resources and professional development policies) and cultural workplace conditions (e.g. school leadership, teachers' collaborative culture) have been found to affect the way teachers learn. It is not so much the objective conditions that support or impede professional learning but the way teachers perceive those workplace conditions that influence teachers' learning. Not much is known, however, about how teachers' perceptions relate to the way they direct their own learning. Using a sense-making approach, we explored how four teachers' perceptions of cultural and structural workplace conditions were related with how they direct their own learning. The four cases were selected from a sample of 31 teachers from two secondary schools, and differed in the extent to which the teachers perceived their workplace as enabling or constraining their learning. We found that the content of teachers' learning goals is related to their perception of shared vision and professional dialogue in their schools, and driven by individual classroombased concerns. Furthermore, teachers' perceptions of cultural workplace conditions and supportive leadership practices seem to be more important influences for teachers' self-directed learning than their perception of structural conditions.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Workplace Conditions Of Schoolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals

Louws

Meirink

Veen

et al. 2016

Professional Development in Education

View full text Add to dashboard Cite

show abstract

“…Fenwick (2008) elaborates a deep review of the research done from 1999 to 2004, concerning the relationship between individual and collective learning in workplace. The internship's theoretical framework has been analysed by many authors; for a comprehensive list of works we refer the reader to the compilation articles by Zabalza (2011), Cid, Pérez and Sarmiento (2011) and Tynjälä (2013.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The impact of the EHEA in the professsional internships: Interviews with the academic coordinators

Alemany

Perramon

Panadès-Estruch

2016

View full text Add to dashboard Cite

Purpose: This paper presents a study of the professional internship models in each Faculty at the Universitat Pompeu Fabra (UPF) of Barcelona, Spain; their relationship to the idiosyncrasy of each type of studies, and their evolution from 2009, before the European Higher Education Area (EHEA),until the 2013-2014 academic year. This study is part of a larger project that comprises the point of view of the three agents involved in the internships: students, academic tutors and in-company tutors.Design/methodology/approach: This paper provides the data obtained from one of the three agents involved, namely the academic supervisor-tutors. We present the methodology used to compile the data before and after the EHEA implementation: firstly, by means of deep individual and face-to-face interviews, and in a second stage by means of e-surveys, jointly with quantitative and objective data related to the internships activity during the period of the study.Findings: Following the conclusion of the first part of the study related to the internships before the EHEA, we found four different models of monitoring and assessing the internships;-420-Intangible Capital -http://dx.doi.org/10.3926/ic.611 we anticipated the four models would converge into two, and eventually into one. The final model expected was focused on more intensive monitoring.In the second part of the study, even though we found fewer changes in the models than we expected, the impact of the EHEA deployment has been very important in quantitative aspects and in the breadth of the changes. Also, for some Faculties, the internship has become one of the most important subjects of the curricula.Originality/value: To the best of our knowledge this is the first study of the EHEA impact on the professional internships in a Spanish University.

show abstract