KLAS1509 Identity and Agency in Professional Work (5 cr)

Study level:
Advanced studies
Grading scale:
English, Finnish
Responsible organisation:
Department of Educational Sciences
Curriculum periods:
2020-2021, 2021-2022, 2022-2023, 2023-2024


Learning at work, professional identity and agency, leadership, well-being at work.

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

Additional information

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.

Study materials

For all:

Goller, M. & Paloniemi, S. (2017). Agency at work. Dordrecht: Springer.

select four of the following:

  1. Eteläpelto, A., Vähäsantanen, K., Hökkä, P. & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45-65.

  2. 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.

  3. 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.

  4. Tourish, D. 2014. Leadership, more or less? A processual, communication perspective on the role of agency in leadership theory. Leadership 10(1), 79–98.

  5. Tynjälä, P. 2013. Toward a 3-P model of workplace learning: a literature review. Vocations and Learning 6 (1), 11–36.

  6. Vähäsantanen K. (2013). Vocational teachers' professional agency in the stream of change. Jyväskylä studies in education, psychology and social research 460.

  7. 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

Evaluation criteria:
Assessment criteria: Active participation in teaching and completing and passing learning assignments/exam.
Select all marked parts
Parts of the completion methods

Teaching (5 cr)

Participation in teaching
Grading scale:
English, Finnish
No published teaching