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dc.contributor.authorVähäsantanen, Katjaen_US
dc.contributor.authorBillett, Stephenen_US
dc.contributor.editorS Billett, C Harteis & A Eteläpeltoen_US
dc.date.accessioned2017-05-03T12:11:59Z
dc.date.available2017-05-03T12:11:59Z
dc.date.issued2008en_US
dc.date.modified2011-05-26T06:56:52Z
dc.identifier.isbn9789087906436en_US
dc.identifier.urihttp://hdl.handle.net/10072/21929
dc.description.abstractRecent studies of learning through work have included how professional identities are formed through participation in work. However, we need a more elaborated understanding of how professional identities are negotiated at times of rapid change in working practices. This chapter examines the personal strategies that vocational teachers adopt, and the professional identity negotiations that occur, in response to requirements to change professional practices. We report on a study in which open-ended narrative interviews were conducted with sixteen Finnish vocational teachers. From the teachers' accounts, we identified distinct personal strategies that were adopted to engage with change. The strategies were labeled as follows: (i) professional development, (ii) passive accommodation, (iii) active participation, (iv) a balancing act, and (v) withdrawal. The strategies were aligned to the teachers' individual concerns, and were bound up with the personal resources available in negotiating with the changing character of the work. An account of these strategies offers a new way of understanding how identities are negotiated through an active, personally-shaped process. The study also illuminates how to promote individuals' management of the self and of learning at work.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSense Publishersen_US
dc.publisher.placeRotterdamen_US
dc.publisher.urihttps://www.sensepublishers.com/catalogs/bookseries/other-books/emerging-perspectives-of-workplace-learning/en_US
dc.relation.ispartofbooktitleEmerging Perspectives of Workplace Learningen_US
dc.relation.ispartofchapter3en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom35en_US
dc.relation.ispartofpageto49en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode339999en_US
dc.titleNegotiating professional identity: vocational teachers’ personal strategies in a reform contexten_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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