KLAS1509 Identity and Agency in Professional Work (5 cr)
Study level:
Advanced studies
Grading scale:
0-5
Language:
English, Finnish
Responsible organisation:
Department of Educational Sciences
Curriculum periods:
2017-2018, 2018-2019, 2019-2020
Description
Content
Contents:
Learning at work, professional identity and agency, leadership, well-being at work
Completion methods
Completion modes:
Participation in contact teaching and/or independent study, learning assignments and/or exam. Mode of completion to be specified in the Study Programme.
Assessment details
Assessment criteria:
Active participation in teaching and completing and passing learning assignments/exam.
Learning outcomes
Learning outcomes: Upon completion of the course, students will be able to
- address theoretical approaches to professional identity and agency
- apply these approaches in individual and collective work-related learning contexts
- analyse the meaning of leadership for professional identity, agency, learning and well-being at work
- reflect on their own professional identity and agency
- address theoretical approaches to professional identity and agency
- apply these approaches in individual and collective work-related learning contexts
- analyse the meaning of leadership for professional identity, agency, learning and well-being at work
- reflect on their own professional identity and agency
Additional information
See also other study materials mentioned in the study programme.
Study materials
Learning materials:
Vähäsantanen K. (2013). Vocational teachers' professional agency in the stream of change. Jyväskylä studies in education, psychology and social research 460.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2014). Identity and agency in professional learning. In S. Billett, C. Harteis & H. Gruber (eds.) International Handbook of Research in Professional and Practice-based Learning. Dordrecht: Springer, 645–672.
Hökkä, P. Rautiainen, M., Silander, T. & Eteläpelto, A. (2017). Collective Agency-Promoting Leadership in Finnish Teacher Education. In J. Murray, A. Swennen & C. Kosnik (eds.), International Research, Policy and Practice in Teacher Education: Insider Perspectives. Dordrecht: Springer.
Kira, M. & Balkin, D.B. (2014). Interactions between work and identities: thriving, withering, or redefining the self? Human Resource Management Review 24 (2), 131–143.
Tynjälä, P. 2013. Toward a 3-P model of workplace learning: a literature review. Vocations and Learning 6 (1), 11–36.
Vähäsantanen, K., Hökkä, P., Paloniemi, S., Herranen, S. & Eteläpelto, A. 2016. Professional learning and agency in an identity coaching programme. Professional Development in Education, http://www.tandfonline.com/eprint/FYuMGIBSbIIGezx5mxZP/full
See also other study materials mentioned in the study programme.
Vähäsantanen K. (2013). Vocational teachers' professional agency in the stream of change. Jyväskylä studies in education, psychology and social research 460.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2014). Identity and agency in professional learning. In S. Billett, C. Harteis & H. Gruber (eds.) International Handbook of Research in Professional and Practice-based Learning. Dordrecht: Springer, 645–672.
Hökkä, P. Rautiainen, M., Silander, T. & Eteläpelto, A. (2017). Collective Agency-Promoting Leadership in Finnish Teacher Education. In J. Murray, A. Swennen & C. Kosnik (eds.), International Research, Policy and Practice in Teacher Education: Insider Perspectives. Dordrecht: Springer.
Kira, M. & Balkin, D.B. (2014). Interactions between work and identities: thriving, withering, or redefining the self? Human Resource Management Review 24 (2), 131–143.
Tynjälä, P. 2013. Toward a 3-P model of workplace learning: a literature review. Vocations and Learning 6 (1), 11–36.
Vähäsantanen, K., Hökkä, P., Paloniemi, S., Herranen, S. & Eteläpelto, A. 2016. Professional learning and agency in an identity coaching programme. Professional Development in Education, http://www.tandfonline.com/eprint/FYuMGIBSbIIGezx5mxZP/full
See also other study materials mentioned in the study programme.
Completion methods
Method 1
Select all marked parts
Parts of the completion methods
x
Teaching (5 cr)
Type:
Participation in teaching
Grading scale:
0-5
Language:
English, Finnish