Conceptions of teachership in the professional identity construction of adult educator graduates. Issue 2 (15th March 2019)

• Record Type: Journal Article
• Authors: Ursin, Jani; Paloniemi, Susanna
• Is Part Of: Teacher development. Volume 23:Issue 2(2019)
• Page Start: 233
• Page End: 248
• Publication Date: 2019-03-15
• Subjects: Teachership -- teacher identity -- adult educators -- adult education -- conceptions of teaching; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Career development -- Periodicals; 370.711
• DOI: 10.1080/13664530.2019.1575274
• Languages: English
• ISSNs: 1366-4530

Abstract

ABSTRACT: The aim of this study was to investigate the conceptions of teachership among graduates ( n = 126) from a Finnish higher education study programme called Pedagogical Studies for Adult Educators. The conceptions of teachership comprise notions of teaching and of oneself as a teacher. Accordingly, the conceptions of teachership are viewed as one element in the process of constructing teacher identity. Currently, we have little knowledge about the professional identity construction of adult educators, even though there is a growing need for adult pedagogics in the changing professional life. Based on a qualitative thematic analysis of open-ended questionnaire data, three main conceptual categories were identified: (1) teachership as an activity, (2) teachership as a personal disposition, and (3) teachership as a process. It was concluded that in studying teacher identity it is essential to focus on the interplay between the personal and the social. Thus, the findings suggest that in understanding and supporting the construction of teacher identities, one should pay particular attention to the intertwined relationship between individual and collective needs.