Browsing by Subject "tiedonmuodostus"

Objectives. The schooling system is in great turmoil in Finland at the moment. More effective knowledge creation and sharing among teachers are needed in order to develop the Finnish schooling system and to increase the study results of the students. Previous literature agrees that sharing and acquiring knowledge function as precondition for innovation and value creation in organizational and network contexts and thus makes knowledge vital for contemporary organizations. The transition between an individual's and a collective's knowledge creation, however, has not been widely studied. This study explores the development of a new "Compass Model for Shared Pedagogical Leadership in an activity-theoretical Change Laboratory intervention in the Finnish Viikki Teacher Training School from a knowledge creation perspective. The thesis examines how the transition from individually held knowledge of teaching transform into collective knowledge and a collaborative model of practicing. Further, it combines knowledge creation literature with the theory of expansive learning, which has not yet been done in detail. Methods. The interventionist and ethnographic methodology of the study draws on theoretical concepts, models, and methods from Cultural Historical Activity Theory and from the studies of individual and collective knowledge creation. The data analysed in this study consisted of six meetings carried out in the Viikki Teacher Training School by using the Change Laboratory method. The methodology of the study consists of a thematic analysis and analysis of transitions in knowledge creation during the Change Laboratory process. The analysis of transitions is a new qualitative method developed for this study based on findings in the data. Results and conclusions. The study shows that the knowledge creation of the teachers transitioned on a rough timeline from individually held knowledge of teaching to collaborative practice through multiple small cycles of expansive learning and social processes of knowledge building. Decrease in organizational tensions, creation of shared understanding and increased collaboration enabled the transition of knowledge creation from individual to collective. The collectively created model for shared pedagogical leadership promoted collaboration.