Browsing by Subject "Asiantuntijuus"

The purpose of this study has been to investigate the views of elementary school teachers on teacher expertise and the effects of social change on expertise. The aim of this study has been to determine how experienced teachers perceive teacher’s role and the changes that have taken place, focusing on teachers’ professional growth and the development of expertise. The significance of teachers and schools in society is evident. Education has been on display in the social discourse recently, focusing on the challenges brought by social change. The demands placed on teaching can be seen to have increased, and teachers view the social changes as a challenge to the implementation of the teacher’s and school’s primary task. By examining the construction and changes of teacher expertise, information can be obtained about the work of teachers in the present day and the meeting of demands and resources, so that the teacher’s professional development can be supported. The research was conducted as a qualitative study, using theory-guided content analysis methods, aiming for phenomenological inference. The data was collected by performing semi-structured interviews for six elementary school teachers, each of whom had worked as a teacher for over ten years. The participants of this study saw teacher expertise being formed by expertise in education and training, which includes professionalism and humanity. Teachers emphasized the building of expertise on a foundation of knowledge and, increasingly, educational skills, where the significance of an individual teacher has grown. Social change was seen to bring challenges to education, which require increasingly more thinking and decision-making skills. Teachers emphasized the need to adapt to a diverse world in times of social change through professional ethics and pedagogical expertise. A special challenge for expertise seemed to rise from the limited opportunities to influence one’s work and its implementation.

The purpose of this study was to examine how HR professionals working in private employment sector view and experience their own expertise. Expertise is a phenomena that can be interpreted in many ways and it has been studied a lot from different perspectives. In this study the focus was on professional expertise and on experience of having expertise. My research question was: What kind of perceptions HR professionals have of their own expertise? With this research question I wanted to find out how the HR professionals view their own expertise, what are the main elements of it and what kind things and experiences affect the development of their expertise. This research was a qualitative case study. The research data was collected by interviewing eight HR professionals working for a private employment company WorkPower Oy. I used thematic interviews as a data collecting method. The research data was analysed with a phenomenographic analysis. The phenomenographic analysis focuses on individuals’ perceptions and experiences on certain phenomena. The results of this study show that the expertise of the HR professionals consists of many different elements. Wide enough knowledge, capacity to act, social skills and ability to reflect one’s actions and know-how are key elements of HR professionals’ expertise. Also the ability to find the right words in different situations is vital, since the work in human resources is mainly based on interaction with different people. In addition, this study showed that constant learning and development of one’s skills and knowledge is also important to the expertise of HR professionals. There are several different challenges to the development of expertise, such as a busy working schedule, constant changes in one’s daily work and insufficient support. According to this study, practical experience and work-based learning are crucial for the development of expertise for the HR professionals working in private employment sector.

Tutkimuksen aiheena ovat verkkokeskustelijoiden tavat arvioida asiantuntijuutta terveyden ja hyvinvoinnin kysymyksissä. Tämä on ajankohtaista, sillä vaikka asiantuntijatieto toimii niin yhteiskunnallisen kuin yksilöidenkin päätöksenteon tukena, yleisöjen tavat arvioida asiantuntijuutta ovat alitutkittuja. Perinteisesti asiantuntijuus on ollut tiede- ja professiokeskeistä, mutta instituutioiden kritiikin, yksilöllistymisen ja muuttuneen mediaympäristön vuoksi sen laajentumisesta käydään symbolista kamppailua julkisuudessa, myös verkkokeskusteluissa. Asiantuntijoiksi hyväksytään myös muita kuin tieteen edustajia, kun yksilöitä palvelevalle asiantuntijuudelle on kasvavaa kysyntää. Maria Nordinin Eroon oireista -kurssista käydyssä keskustelussa kohtaavat asiantuntijuuden laajentuminen, verkkoympäristön rooli ja terveyden ja hyvinvoinnin kysymykset. Tutkimuskysymykset ovat, miten verkkokeskustelijat arvioivat terveyden ja hyvinvoinnin asiantuntijuutta Maria Nordinin Eroon oireista -kurssiin liittyvissä keskusteluissa sekä miten tämä keskustelu kytkeytyy asiantuntijuuden laajentumiseen ja miten se mahdollisesti laajentaa asiantuntijuuden määrittelyä edelleen. Aineistona on käytetty kahta vauva.fi-keskustelufoorumin ketjua aiheesta syksyllä 2019. Analysoitavan aineiston koko oli 237 kommenttia. Menetelmänä on käytetty laadullista kehysanalyysia, jolla haettiin vastauksia siihen, mitä näkökulmia verkkokeskustelijat nostavat keskeisiksi asiantuntijuutta arvioidessaan. Aineistosta on löydettävissä neljä kehystä. Kehys 1, Kuluttajan asiantuntijuus, korostaa kokemusten merkitystä sekä yksilön omaa vastuuta ja asiantuntijuutta terveydestään. Kehys 2, Tiede- ja professiokeskeinen asiantuntijuus, pitää koulutusta asiantuntijuuden takeena ja suhtautuu kriittisesti itseoppimiseen ja kokemusten selitysvoimaan. Kehys 3, Perinteisen asiantuntijuuden kyseenalaistaminen, suhtautuu kriittisesti perinteisiin tiedollisiin auktoriteetteihin, ja näkee, että asiantuntijuutta voi kartuttaa itse ja kehittyä samalla edelläkävijäksi. Kehys 4, Vaihtoehtoasiantuntijuuden moraalittomuus, pitää perinteisiä tiedollisia auktoriteetteja arvossa, mutta moraalisin perustein. Tulokset osoittavat, että tiedettä ja professioita pidetään edelleen laajasti asiantuntijuuden takeena. Näiden rinnalle ovat nousseet myös uudet asiantuntijuuden muodot, ja tiedollisen arvioinnin lisäksi asiantuntijuuden arviointiin yhdistyvät kokemusten merkitys ja moraaliset painotukset. Kehysten välillä on jännitettä: tiede- ja professiokeskeistä asiantuntijuutta korostavat kehykset 2 ja 4, kun taas asiantuntijuuden laajentumista ilmentävät kehykset 1 ja 3. Asiantuntijuuden laajentumista ilmentävät kehykset korostavat yleisön vastuuta ja roolia suurempana kuin perinteistä asiantuntijuutta puolustavat. Tutkimuksen tulokset ovat hyödynnettävissä esimerkiksi tiedeviestinnän ja viranomaisviestinnän parantamisessa, sillä ne avaavat kaivattua yleisönäkökulmaa asiantuntijuuden arviointiin.

This thesis studies are about home economics teacher’s work with expert positions and how they experience working life. The focus of the thesis is growing into home economics expert. Thesis also studies an equal working environment. Equal working environment means credibility of home economics expert, fair share with working tasks and hiring. Thesis studies home economics expert and equal working environment with phenomenographic method. Participants collected from own contacts and asking interest to take part. The material consists of thematic interview and after interviews the material was transcribed. Interview was semi-structured thematic interview and try to find meanings on the theme like phenomenographic research. Thesis tried to found answer questions: 1. How home economics teacher comprised their own growing to the home economics expertise? 2. What is their perception of an equal environment? This thesis result is multidimensional. Growing to home economics expert include studies and own ac- tivity. Important part is also working experience with expert positions. Studies gives good base, but stu- dent’s need more support to expert work. The work environment is seen as equal and homogeneous. Problem areas was credibility with other expert and challenges with salary improvement.

The aim of this study was to describe and analyse the notions and experiences ageing employees have about the development of expertise as well as collaboration with fellow experts. The research questions were firstly, how does expertise develop, secondly, for what purposes are shared expertise and networking used at work, and thirdly, how do ageing and experience manifest themselves at expert work? This topic is relevant, because the changes in information work and the more complicated work environments require development from employees in their own as well as in cooperative work. According to previous studies a shared, aim-specific course of action develops collective acquisition of information, which in turn results in growing collective expertise. However, ageing has not been sufficiently recognised or profited from in the previous studies about the development of expertise. This provides a motive for this study. The theoretical framework of the study focuses on examining the development of shared expertise from the viewpoint of building information by combining cognitive, unshared expertise and the kind of expertise that arises from sociocultural theory. The data were gathered through thematic interviews with ten employees between 50 and 64 years of age. With the help of content analysis the answers were devided into three categories: the development of expertise, cooperation and networking, and age and experience at expert work. In addition to these, the theme of changes in expertise arose from the data. In accordance with theoretical framework, the results highlighted the fact that expertise was not seen merely as an unshared characteristic, but instead its development required interaction with others. Usually this development coincided with a change that caused a push forward. Aim-specific actorship, networking, and the sharing of skill and information helped the experts to reach better results. Expertise was seen as something developing through age and experience, but varying ages proved to be an advantage when different strengths and experiences could be profited from as a part of shared expertise. As a conclusion it is advisable to support, share, and make use of the skills and knowledge of people of varying ages more than before in order to develop shared expertise.

The purpose of the study was to examine the professional expertise and it’s development in the field of health care, which is an operational environment characterized by daily rush and ever-changing professional requirements. The study analyzed the importance of continuing professional education in the development of expertise. The study also examined the challenges resulting from the COVID-19 for nurses’ competence development. The study was carried out in collaboration with a company offering web-based courses for customer companies in the social and health care sector. The aim of this study was to provide practical information, based on nurses’ experiences, of how the professional development of nurses can effectively be improved by continuing professional education - how should the trainings be planned and built to be relevant in developing health care expertise? The study relied on qualitative methods and the data was collected using a semi-structured theme interview. The research material consisted of individual interviews of eight (N=8) health care workers of which seven work as nurses and one works as urotherapist. They were from four different Finnish hospital districts. The interviews were carried out remotely. The data was analyzed by using qualitative content and theme analysis. The results suggested that continuous development of expertise in the health care sector is essential for coping with work, as the operational environment changes every day and one have to keep up with the change. Expertise was perceived to develop in daily work but the importance of continuing professional education was also recognized. The results suggested that attending training is often difficult due to urgency, and more training opportunities were needed. The daily rush was also perceived to affect one’s own coping, especially in terms of training – attending continuing professional education was considered important, but the challenges of work itself reduced the enthusiasm to participate training. The ubiquity of COVID-19 was perceived as stressful and it was felt to have brought even faster and greater changes to the work environment, which was perceived to require an even faster ability to adapt and learn new things.

Tämän opinnäytetyön tarkoituksena oli selvittää freelancerina toimivien esittävän taiteen pukusuunnittelijoiden käsityksiä oman ammattialansa asiantuntijuudesta. Pyrin selvittämään, millaisina taitoina ja toimintatapoina ammatissa tarvittava ja edellytettävä asiantuntijuus ilmenee ja miten freelancerius työn tekemisen muotona vaikuttaa asiantuntijuuteen. Työni tarkoitusta voi luonnehtia kartoittavaksi ja kuvailevaksi. Tutkielmani paikantuu aikuiskasvatustieteeseen ja käyttämäni teoreettinen viitekehys nojaa asiantuntijuustutkimuksen teorioihin. Käytin laadullisessa tutkimuksessani fenomenografista tutkimusotetta, jonka kautta pyrin ymmär-tämään freelancer-pukusuunnittelijoiden käsityksiä oman ammattialansa asiantuntijuudesta. Hankin aineiston haastattelemalla neljää alalla toimivaa freelancer-pukusuunnittelijaa. Analysoin aineiston fenomenografisen analyysin keinoin nostamalla aineistosta tutkimuskysymyksen kannalta keskeiset tulkintayksiköt ja muodostamalla niistä laajemman tason kuvauskategorioita. Pyrin löytämään aineistosta mahdollisimman paljon erilaisia käsityksiä. Tutkimuksessani freelancer-pukusuunnittelijoiden asiantuntijuus ilmeni monin tavoin: keskeisinä toimintatapoina näyttäytyivät luova ongelmanratkaisu sekä halu ja kyky kehittää asiantuntijuutta yhä korkeatasoisemmaksi. Tärkeimmiksi taidoiksi käsitettiin substanssiin liittyvien taitojen ohella sosiaaliset- ja vuorovaikutustaidot. Merkityksellisimmäksi koettiin yhteisöllinen uuden luominen sekä onnistuminen ryhmäprosessissa. Asiantuntijuus ilmeni sekä yksilöllisinä että yhteisöllisinä toimintatapoina. Luovuus kietoutui ajatteluun, toimintaan ja oppimiseen monin tavoin sekä ainutkertaisena ’historiallisena luovuutena’ että arkisempana ’psykologisena luovuutena’. Freelanceriuden merkitys asiantuntijuudessa ja osaamisessa näyttäytyi tarvittavan osaamisen ja taitojen painottumisena ns. työelämätaitoihin sekä käsityksinä siitä, että freelancereiden osaaminen poikkeaa vakituisessa työssä olevien kollegoiden osaamisesta. Freelancer-työhön koettiin liittyvän sekä vapautta että epävarmuutta. Työ koettiin hyvin merkityksellisenä. Ymmärrys freelancer-taitelijan työstä iloineen ja haasteineen sekä siellä tarvittavasta osaamisesta avaa näkymiä myös muuttuvan työelämän ja ’uuden työn’ tarkasteluun.