Browsing by Subject "expertise"
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(2019)Aims. The aim of this bachelor’s thesis was to study the forms of professional support given to newly qualified teachers and how efficient these forms of support are in enhancing teachers’ professional development in Finland. Previous studies have shown how demanding the induction phase can be for new teachers. The fact that a systematic induction program is not yet available doesn’t help new teachers assimilate new information, adapt to the work community and become committed to the teaching profession. Different kinds of experiments have taken place, however. The purpose of this thesis is to chart those forms of support that help the progress of teachers’ professional development in Finland. The purpose is based on the motivation to promote knowledge and understanding of new teachers’ possibilities to get the help needed. Methods. This thesis was produced as a descriptive literature review. The data was collected by using the databases Helka, ARTO and Google Scholar. Ultimately, six publication that were released between the years 2006 - 2015 and written in Finnish, Swedish or English were selected for the analysis. Results and conclusions. According to the research data, the forms of support for newly qualified teachers varied from an introduction to the working environment within the school to different types of mentoring organised in different parts of Finland. The mentoring programs differed from each other in terms of their duration, content and organizing models. While one-to-one conversations in dyadic mentoring supported the professional and personal growth of the mentees, group-based mentoring also offered social support. After the first mentoring experiments, peer group mentoring was further developed, and it seems that it is the most efficient form of support in enhancing a teacher’s comprehensive professional development.
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(2017)The research examines the development and sharing of expertise in the profession of tailoring. The focus is on four themes: the impact of individual and social factors on the development of expertise and activities that either advance or inhibit its deepening. Research focused on traditional handcraft professions is important as it increases the appreciation, understanding and knowledge of these professions. Studying traditional handcrafts is also important in order to prevent the decline and disappearance of these fields. The theoretical part of the study focuses on examining previous research and theoretical literature on expertise and the development and sharing of expertise. Literature on the diversity of the methods of learning skills is also briefly discussed in the second chapter of the study, which also serves as a general introduction into the topic of the study. In this study, the development and sharing of expertise was studied by using qualitative research method. The collection of the data was carried out by conducting semi-structured individual interviews. For the purpose of the research, the experiences of skill development as well as the development and transfer of skills were collected from tailors engaged in the trade (n=4).Theoretical content analysis was used in the analysis of the material. The research results showed that the deepening of one’s own expertise was advanced by imitating the technical details of competitors and by learning by research. Sharing knowledge and skills together with other experts was not found to very common in the data. According to the tailors interviewed, the biggest obstacles for sharing expertise were the challenge of teaching skills that require routine and the lack of time. It can also be seen from the data that the reflection of one’s own workmanship was low, which may be related to the challenge of sharing skills. Those tailors who constantly challenged their own skills and routines experienced their opportunities for professional development more strongly. The reluctance to deviate from routines also rose from the data as one of the most concrete obstacles for the development of expertise. Acknowledging the factors that advance professional development is justified when the education of tailors is considered. The results of this study can contribute to this process. The organizations educating tailors should avoid teaching students simply to repeat things that are already known, even if it is important to build on what has already been learned. Educational arrangements that promote open learning and are based on students’ own interests’ support their ability to both renew and transfer what they have learned into future professional practices.
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(2018)In recent years, talk about expertise has increased to include new and new occupations in the labor market transition. Since I worked many years with homeless people, I began to think about how the talk about the expertise is appropriate for the social work sector and how the expertise is practiced there. My main objective was to find out how the expertise is shown in the third sector social work with homeless people. From my own perspective, the public sector has structures and frameworks that guide new employees quite strictly how to implement their work, while the third sector has more free working environment where the employee's personal qualities can affect more to the content of the work. In 2002, Hakkarainen, Palonen and Paavola published an article about the mechanisms for creating expertise that, in my opinion, disregarded the personal and emotional capabilities of an employee to become an expert. However, I believe that these characteristics are emphasized in the social sector as an essential part when building up one´s expertise. The purpose of the research was to find out how Hakkarainen and his partners' (2002) three aspects of expertise; the acquisition view, the participation view and the knowledge-creation view are emphasized in the social work. The second purpose was to study what role the personal characteristics play when developing one´s expertise in the third sector. The material of my qualitative research was based on three professional thematic interviews in the social sector, which I implemented as half-structured interviews with using the phenomenographic approach. Prior to the interviews, I became acquainted with the theory of expertise and the literature of homelessness, as well as to the previous research specifically on social work expertise. According to the results, the information required for expertise in homelessness issues was mainly collected from the customer base and at the individual level. Social education was hoped to take better into account the people with whom the professionals will work after their graduation. The content of the work was essentially influenced by the personal skills of the employee, as they determined, not only the nature of the client work, but also the long-term work-life. More public and third sector co-operation was hoped for in order to utilize expertise.
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