It Is the Shared Aims, Trust and Compassion That Allow People to Prosper: Teacher Educators' Lifelong Learning in Competence-Based Education

Autor/inn/en	Nissilä, Säde-Pirkko; Karjalainen, Asko; Koukkari, Marja
Titel	It Is the Shared Aims, Trust and Compassion That Allow People to Prosper: Teacher Educators' Lifelong Learning in Competence-Based Education
Quelle	In: European Journal of Educational Research, 11 (2022) 2, S.965-980 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nissilä, Säde-Pirkko) ORCID (Karjalainen, Asko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Teacher Education; Lifelong Learning; Competency Based Education; Faculty Development; Teacher Persistence; Teacher Educators; College Faculty; Foreign Countries; Teacher Student Relationship; Teacher Administrator Relationship; Cooperation; Psychological Patterns; Work Environment; Professional Identity; Well Being; Collegiality; Finland + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Life-long learning; Lebenslanges Lernen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Teacher education; Fakultät; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Co-operation; Kooperation; Arbeitsmilieu; Well-being; Wellness; Wohlbefinden; Kollegialität; Finnland
Abstract	Teachers' life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators' commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators' work. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01