G4 Doctoral dissertation (monograph)
Yhteisöpedagogiksi tulemisen tarinat : narratiivinen tutkimus pedagogisen osaamisen ja ammatillisen identiteetin rakentumisesta yhteisöpedagogiopintojen aikana (2020)


Virkkala, S. (2020). Yhteisöpedagogiksi tulemisen tarinat : narratiivinen tutkimus pedagogisen osaamisen ja ammatillisen identiteetin rakentumisesta yhteisöpedagogiopintojen aikana [Doctoral dissertation]. Jyväskylän yliopisto. JYU dissertations, 281. http://urn.fi/URN:ISBN:978-951-39-8286-7


JYU authors or editors


Publication details

All authors or editors: Virkkala, Sari

eISBN: 978-951-39-8286-7

Journal or series: JYU dissertations

eISSN: 2489-9003

Publication year: 2020

Number in series: 281

Number of pages in the book: 179

Publisher: Jyväskylän yliopisto

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: Finnish

Persistent website address: http://urn.fi/URN:ISBN:978-951-39-8286-7

Publication open access: Openly available

Publication channel open access: Open Access channel


Abstract

The interest of this research is to explore community educator students’ construction of pedagogical knowledge and professional identity. The objectives of the research are to explore how community educator students narrate their pedagogical knowledge during their study. The research is focused on community educator training at Centria University of Applied Sciences. The study process of a group of students was investigated from the beginning of their training, i.e. for about three and a half years. The research data consisted of written course assignments completed by a group of 17 community educator students. The data unveiled meanings related the construction of pedagogical knowledge and personal practical knowledge as situated in the students’ narration. The aim of the inquiry was to describe, interpret and understand the construction of pedagogical knowledge through the students’ narration. The first research question was what the community educator students told about their pedagogical knowledge during their study. The second research question was how the students’ professional identity was constructed in their stories. The data generated by the students was processed by analysing the narratives and by using narrative analysis. Narrative analysis enabled the construction of narratives with emplotment. Narrative emplotment of the typical stories was construed by integrating events and episodes in the narrative plot structure with the help of a hermeneutical process of understanding. The research report includes the four typical stories of Reima, Helmi, Aatos and Taru. In these typical stories, pedagogical knowledge, the construction of professional identity, and individual progress in the group process are revealed in various ways. Reima’s story is about the good group, Taru’s story deals with her reflections of personal practical knowledge, Helmi’s story is about her educator selfhood, and the process of finding oneself is embodied in Aatos’ story. This research shows how the community educator students construct their pedagogical knowledge and narrative identity in a community of practice. Theoretical orientations, experiences, practical situations and social relations provide the basis for the community educator students’ construction of pedagogical knowledge and professional identity. The students learn, act and construct themselves in their community of practice.


Keywords: community educators; education and training; students; professional identity; pedagogy; know-how; learning process; narrative analysis; narration

Free keywords: personal practical knowledge; community of practice; narrative identity; narrative inquiry; pedagogical knowledge; community educator training


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2020


Last updated on 2021-07-07 at 21:37