A4 Article in conference proceedings
The Role of Previous Workplace Learning in the Development of Adult Teacher Students’ Professional Expertise (2019)


Aarto-Pesonen, L., Isosomppi, L., & Leivo, M. (2019). The Role of Previous Workplace Learning in the Development of Adult Teacher Students’ Professional Expertise. In Proceedings of IICE 2019, Ireland International Conference on Education, Dún Laoghaire, Ireland, April 23-25, 2019 (pp. 66-71). Infonomics Society.


JYU authors or editors


Publication details

All authors or editorsAarto-Pesonen, Leena; Isosomppi, Leena; Leivo, Marjaana

Parent publicationProceedings of IICE 2019, Ireland International Conference on Education, Dún Laoghaire, Ireland, April 23-25, 2019

Place and date of conferenceDún Laoghaire, Ireland23.-25.4.2019

ISBN978-1-908320-95-7

Publication year2019

Pages range66-71

Number of pages in the book110

PublisherInfonomics Society

Publication countryIreland

Publication languageEnglish

Publication open accessNot open

Publication channel open access

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/67592


Abstract

This research describes and seeks for more understanding of the role of previous workplace learning for adult teacher students and its relationship to the development of their professional expertise. Previous refers here to earlier months or years of work in schools for adult students who are now starting their teacher education studies. This research aims to answer the following questions: In what kinds of work situations and contexts have teacher students learnt? How does this learning manifest in teacher students’ working life stories? The research material includes 80 working life stories of adult students who are just starting their teacher training to become Finnish class teachers, physical education teachers or special needs teachers. The results of thematic analysis showed that teachers have learnt individually or collectively and by actively searching for learning situations or by passively arriving at them. New problem-solving situations and working environments facilitated workplace learning. The narrative analysis produced nine typical learning stories. Within the school context, the teacher’s formal qualifications and reflective orientation defined their learning opportunities. The postmodern theoretical perspective on expert learning offers a conceptual tool for structuring the learning processes of teacher students in their previous workplaces.


Keywordsadult pedagogyteacher trainingwork experienceon-the-job learningexpertise


Contributing organizations


Ministry reportingYes

Reporting Year2019

JUFO rating1


Last updated on 2024-25-03 at 13:36