Käsityksiä ja kokemuksia laitoshuoltajaopiskelijoiden oppimisesta työpaikalla

Research output: ThesisDoctoral Thesis

Abstract

The aim of this dissertation is to describe and analyze the phenomenon of workplace learning. The theoretical background of workplace learning, work life as a learning environment, and learning changes in the boundaries of school and the workplace are discussed. The research questions focus on the conceptions and experiences that the respondents have about students’ workplace learning as well as on the significant learning incidents.
This study can be methodologically described as a qualitative case study. The data are collected from the county of Häme from 2011–2012. Altogether, 24 institutional cleaning students and 10 supervisors participated. The data are comprised of theme interviews, learning diaries, and the field notes of the researcher. The data are analyzed by qualitative content analysis and phenomenographic analysis.
The first set of results focuses on the students’ conceptions of learning and how they are built in a social and cultural learning environment. As a result, seven qualitatively different categories of descriptions are revealed. In them, learning is comprehended from the perspectives of processing knowledge and changing behavior. The results show differences and similarities in conceptions of learning between the students and supervisors. Similarities were found related to using knowledge, learning by doing, and understanding and comprehending. Differences were seen based on features of learning theoretical orientations.
The second set of results focuses on the students’ conceptions of workplace learning. Five qualitatively different categories of descriptions are revealed. In them, learning is understood from the perspectives of professional competencies,
skills of self-regulation and the general competencies of working life. The results show that both students and their supervisors had parallel conceptions of workplace learning. Both groups’ conceptions emphasize professional competencies and self-regulation skills; however, these conceptions are more connected to individual features of learning than to cooperative learning.
The third set of results focuses on the significant learning and tutoring incidents gained during the workplace learning periods. As a result, 14 themes are revealed, and they form the model of significant learning and tutoring incidents.These themes are shown in three levels: individual, contextual, and value loaded. In conclusion, it is essential to recognize learning theoretical orientations, the importance of social interaction and supervision in a working community, and cooperation,
which crosses the boundaries of school and the workplace.
Original languageFinnish
Place of PublicationHelsinki
Publisher
Print ISBNs978-951-51-3544-5
Electronic ISBNs978-951-51-3545-2
Publication statusPublished - 2017
MoE publication typeG4 Doctoral dissertation (monograph)

Fields of Science

  • 516 Educational sciences

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