G4 Doctoral dissertation (monograph)
Transformatiivinen opettajaksi oppiminen : fenomenologis-hermeneuttinen analyysi luokanopettajakoulutuksesta (2022)
Transformative way of becoming a teacher : phenomenological-hermeneutic analysis from class teacher education

Matikainen, M. (2022). Transformatiivinen opettajaksi oppiminen : fenomenologis-hermeneuttinen analyysi luokanopettajakoulutuksesta [Doctoral dissertation]. Jyväskylän yliopisto. JYU Dissertations, 529. http://urn.fi/URN:ISBN:978-951-39-9179-1

JYU authors or editors

Publication details

All authors or editors: Matikainen, Minni

eISBN: 978-951-39-9179-1

Journal or series: JYU Dissertations

eISSN: 2489-9003

Publication year: 2022

Number in series: 529

Number of pages in the book: 257

Publisher: Jyväskylän yliopisto

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: Finnish

Persistent website address: http://urn.fi/URN:ISBN:978-951-39-9179-1

Publication open access: Openly available

Publication channel open access: Open Access channel

Abstract

This dissertation explored transformative way of becoming a teacher in class teacher education. In this study, transformative learning was defined by Jack Mezirow and Robert Kegan as learning in which the learner’s meaning system – that consists of meanings and ways of making meaning – is transformed. In the context of teacher education, this means a change in the meanings that student teachers give to teaching, learning and education, and in the ways in which these meanings are constructed. The qualitative research was carried out in The Integrative Model of Teacher Education (CITE) at the University of Jyväskylä’s Department of Teacher Education. In CITE, learning is based on the principles of an explorative community in a long-term small group. The data was collected by observing students’ studies over two academic years and consists of field and research diaries as well as students’ study and research essays and other writings. Phenomenological and hermeneutic research methods were used in the data analysis. The phenomenological analysis focused on the general characteristics of the phenomenon of transformative way of becoming a teacher. The result of this analysis was a description of transformative way of becoming a teacher as a four-phase process. The phases are: 1. starting point, 2. crack, 3. ambivalence and 4. transformation. Hermeneutic analysis was used to examine and interpret how the transformative learning process occurred in practice for the subjects. For the first phase, the analysis focused on the students’ meaning systems related to teaching and learning at the beginning of the process and the starting point they set for the learning process. For the second phase the analysis focused on how CITE fragmented the students’ meaning systems and for the third phase the ambivalence that resulted from this crack was analyzed. Finally, for the fourth phase the transformative changes that occurred in students’ meaning systems were analyzed. The results of the study describe transformative way of becoming a teach-er as a long and ambivalent process that challenges discourses of educational policy that emphasize efficiency and speed. The findings can be used to inform the development of teacher education.

Keywords: teacher training; class teachers; students; higher education (teaching); transformational learning; teacherhood; learning theories; phenomenology; hermeneutics; doctoral dissertations

Free keywords: transformative learning; student teacher; teacher education,; class teacher education; university education; phenomenology; hermeneutics

Contributing organizations

Related projects

Ministry reporting: Yes

VIRTA submission year: 2022