Novice University Teachers’ professional development and learning as a teacher: Opportunities and Conditions at Estonian Higher Education Institutions
Kuupäev
2013-11-05
Autorid
Ajakirja pealkiri
Ajakirja ISSN
Köite pealkiri
Kirjastaja
Abstrakt
Esimesed tööaastad omavad olulist tähendust õppejõu professionaalsusele, siis pannakse alus õppejõu identiteedi kujunemisele, võetakse omaks või vastandutakse kõrgkoolis valitsevate väärtuste ja traditsioonidega. Doktoritöö eesmärk oli kirjeldada ja analüüsida algajate õppejõudude kohanemist õppejõutööga, nende õpetamisarusaamu ja õpetamisarusaamade avaldumist õpetamispraktikas ning selgitada, kuidas õppejõud õpivad õpetamisoskusi ja mida tähendab õppejõuks olemine.
Uurimuse tulemused näitasid, et algajat õppejõudu kui rühma ei või käsitleda lihtsustatult, nad võivad erineda nii oma identiteedi määratlemise, teadustöösse ja õpetamisse suhestumise ning õpetamisarusaamade poolest, samuti võib olla erinev valmisolek enda arendamiseks.
Algajate õppejõudude õpetamisarusaamad on veel välja kujunemata, mistõttu praktikas alles katsetatakse oma tõekspidamistega kooskõlas olevaid strateegiaid. Õpetamispraktikas juhindutakse peamiselt oma isiklikest õpikogemustest üliõpilasena vastavalt sellele, kas kogemused on kooskõlas isiklike arusaamadega õppimisest ja õpetamisest või mitte.
Õpetamisoskuste õppimisel väärtustati mitteformaalseid õppimisvõimalusi. Formaalsetest õppimisvõimalustest kasutati kõige enam õpetamisoskuste koolitusi. Samas osutasid uurimistulemused, et kui koolitusel õpitu rakendamist ei toeta kogukond ja valdkondlik õpetamistraditsioon, on oht pöörduda tagasi traditsioonilise ja turvalisema õpetamise juurde.
Algajate õppejõudude õpetamispraktika võib edaspidi arenenda erinevates suundades: õppejõud võib muutuda õpetamiskesksemaks ise¬enda väsimise, üliõpilaste vastuseisu või kogukonna ja valdkondlike traditsioonide survel. Samas võib algaja õppejõud muutuda õppimiskesksemaks, kui tal õnnestub omandada vajalikud oskused ja leida toetav keskkond.
Uurimuse tulemused näitasid et algajad õppejõud alles õpivad aru saama, mida tähendab õppejõuks olemine. Enimik välja toodud probleemidest olid seotud samaaegselt erinevates rollides olemisega (üliõpilane ja õppejõud): kolleegid ei võta tõsiselt, väike vanusevahe üliõpilastega teeb keeruliseks piiride paika panemise ja üliõpilastega suhtlemise. Probleemide lahenemist suhetes kolleegidega loodeti doktorikraadi kaitsmisest, üliõpilastega seotud probleemides aga kogemuste kasvamisest.
Uurimuse tulemused osutasid, et enamik uurimuses osalenuid soovib hästi õpetada ning jätkata akadeemilist karjääri kõrgkoolides. Samas oli ka õppejõude, kes olid oma tuleviku suhtes ebakindlad. Kahtluste põhjustena toodi välja vähest tagasisidet tööle, juhtkonna ja kolleegide vähest huvi algaja õppejõu tulevikuväljavaadete suhtes, väljakutseid praktikuna väljaspool kõrgkooli ja motivatsioonipuudust pikemaks ajaks end õppejõutööga siduda.
Algajate õppejõudude erinevuste mõistmine võimaldab kõrgkoolidel luua tugisüsteeme, mis arvestavad õppejõudude erinevate vajaduste ja õppimisviisidega õpetamisoskuste õppimisel.
The first years of practice are of significant importance from the viewpoint of the formation of a university teacher’s professionalism since the foundation of the formation of a university teacher’s identity is laid, the academic community is joined, its prevalent values and traditions are either embraced or contradicted with. The aim of the doctoral thesis was to describe and analyze novice university teachers’ adaption to their work, their teaching conceptions and how the teaching conceptions manifest in their teaching practice. The aim was also to explain how university teachers learn their teaching skills and what is the essence of being a university teacher. The results of the study demonstrated that novice university teachers as a group cannot be approached in a simplified manner as they may differ in the identity formulation, in the attitude towards research and teaching and in their teaching conceptions. Their willingness to develop themselves may also vary. The teaching conceptions of novice university teachers have not formed yet, thus, university teachers are still in the process of seeking for strategies conforming to their understandings. Their teaching practice often refers back to their personal experience as students. In terms of acquiring teaching skills, informal learning sources were valued. The formal way of learning that was used most frequently was attending pedagogical courses. At the same time the results indicated the tendency of university teachers to return to traditional and safer teaching methods if implementing the acquired knowledge is not supported by the community and traditions of the domain. The further development of novice university teachers may take various directions: novice university teachers may become more teaching-centered due to tiredness, opposition from students or the pressure of the disciplinary traditions or the community traditions. Nevertheless, they may become more learning-centered provided they succeed in acquiring the necessary skills and finding a supportive environment The results revealed that novice university teachers were only in the stage of learning to understand the meaning associated with being a university teacher. Most of the issues mentioned were connected with being in a double role (a student and a university teacher): they are not taken seriously by their colleagues, small age difference with the students makes it difficult set limits and interact with them. Problems with colleagues were hoped to be resolved through the defense of their doctoral thesis whereas issues with students were hoped to overcome though gaining additional experiences. The study’s results indicated that most novice university teachers wish to teach well and to continue their academic career in higher education institutions. At the time, there were also university teachers who were insecure about their future. The reasons for the possible insecurities were insufficient feedback to their work, lack of interest from the faculty and colleagues towards novice university teacher’s career prospects, opportunities as a practitioner outside university and lack of motivation for long term dedication to teaching. Comprehending the differences among novice university teachers enables universities to develop support systems to foster the professional development and learning of university teachers. As university teachers differ, the support provided should also be diverse.
The first years of practice are of significant importance from the viewpoint of the formation of a university teacher’s professionalism since the foundation of the formation of a university teacher’s identity is laid, the academic community is joined, its prevalent values and traditions are either embraced or contradicted with. The aim of the doctoral thesis was to describe and analyze novice university teachers’ adaption to their work, their teaching conceptions and how the teaching conceptions manifest in their teaching practice. The aim was also to explain how university teachers learn their teaching skills and what is the essence of being a university teacher. The results of the study demonstrated that novice university teachers as a group cannot be approached in a simplified manner as they may differ in the identity formulation, in the attitude towards research and teaching and in their teaching conceptions. Their willingness to develop themselves may also vary. The teaching conceptions of novice university teachers have not formed yet, thus, university teachers are still in the process of seeking for strategies conforming to their understandings. Their teaching practice often refers back to their personal experience as students. In terms of acquiring teaching skills, informal learning sources were valued. The formal way of learning that was used most frequently was attending pedagogical courses. At the same time the results indicated the tendency of university teachers to return to traditional and safer teaching methods if implementing the acquired knowledge is not supported by the community and traditions of the domain. The further development of novice university teachers may take various directions: novice university teachers may become more teaching-centered due to tiredness, opposition from students or the pressure of the disciplinary traditions or the community traditions. Nevertheless, they may become more learning-centered provided they succeed in acquiring the necessary skills and finding a supportive environment The results revealed that novice university teachers were only in the stage of learning to understand the meaning associated with being a university teacher. Most of the issues mentioned were connected with being in a double role (a student and a university teacher): they are not taken seriously by their colleagues, small age difference with the students makes it difficult set limits and interact with them. Problems with colleagues were hoped to be resolved through the defense of their doctoral thesis whereas issues with students were hoped to overcome though gaining additional experiences. The study’s results indicated that most novice university teachers wish to teach well and to continue their academic career in higher education institutions. At the time, there were also university teachers who were insecure about their future. The reasons for the possible insecurities were insufficient feedback to their work, lack of interest from the faculty and colleagues towards novice university teacher’s career prospects, opportunities as a practitioner outside university and lack of motivation for long term dedication to teaching. Comprehending the differences among novice university teachers enables universities to develop support systems to foster the professional development and learning of university teachers. As university teachers differ, the support provided should also be diverse.
Kirjeldus
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Märksõnad
õppejõud, professionaalsus, õpetamine, kõrgkoolid, Eesti, teaching staff, professionalism, teaching, institutions of higher education