Potovanje iz preteklosti v sedanjost

Od študija do učnih izkušenj in profesionalne identitete v Estoniji

Avtorji

  • Larissa Jõgi Univerza v Talinu, Pedagoška fakulteta, Estonija

DOI:

https://doi.org/10.4312/as/13473

Ključne besede:

razvoj izobraževanja odraslih v Estoniji, andragogika, andragoški programi, učne izkušnje, profesionalna identiteta

Povzetek

Članek se osredotoča na razvoj andragogike kot akademske discipline in andragoških programov na Univerzi v Talinu. Prinaša pregled razvoja izobraževanja odraslih v Estoniji in predstavlja rezultate preteklih raziskav o učnih izkušnjah in profesionalni identiteti študentov in diplomantov andragoških programov. Članek naslavlja vprašanja poglavitnih razvojnih točk izobraževanja odraslih in andragogike kot akademske discipline ter kako študenti in diplomanti andragogike razumejo svoje učne izkušnje in profesionalno identiteto. Rezultati kažejo, da študij in učne izkušnje študentom omogočajo vzpostavitev močne identitete učečih se posameznikov, kar vpliva tudi na oblikovanje njihove profesionalne identitete. Občutek profesionalne identitete postane močnejši v času študija in se nadalje razvija v procesu samorazvoja prek strokovnih, izobraževalnih in osebnih odločitev.

Metrike

Nalaganej metrik....

Prenosi

Podatki o prenosih še niso na voljo.

Literatura

Alheit, P. (2011). The biographical perspective: A new approach to lifelong learning. In L. Jõgi & K. Krabi (Eds.), Raamat õppimisest (pp. 48–66). Tallinn University.

Alheit, P., & Dausien, B. (2007). Lifelong learning and biography: A competetive dynamic between the macro-and the micro level of education. In L.West, P. Alheit, A.S. Anderson, & B. Merril (Eds.), Using Biographical and Life History Approach in the study of Adult and Lifelong Learning: European Perspectives (pp. 55–70). Peter Lang.

Antikainen, A. (2006). In search of the Nordic model in education. Scandinavian Journal of Educational Research, 50(3), 229–243. https://doi.org/10.1080/00313830600743258

Antikainen, A.. & Komonen, K. (2003). Biography, life course and the sociology of education. In C. A. Torres & A. Antikainen (Eds.), The International Handbook on the Sociology of Education (pp.143–159). Rowman & Littlefield.

Antikainen, A., Rinne, R., & Koski, L. (2009). Haridussotsioloogia. Tallinna Ülikool.

Baumgartner, L. (2001). An update on transformational learning. New Directions for Adult and Continuing Education, 89, 15–24. https://doi.org/10.1002/ace.4

Biesta, G. (2008). Learning lives: Learning, identity and agency in the life-course: Full research report ESRC End of Award Report, RES-139-25-0111. ESRC.

Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. Jossey-Bass.

Brookfield, S., & Holst, J. (2014). A critical theory perspective on program development. In V. C. X. Wang & V. C. Bryan (Eds.), Andragogical and pedagogical methods for curriculum and program development (pp. 1–21). IGI-Global.

Crick, R., Broadfoot, P., & Claxton, G. (2004). Developing an effective lifelong learning inventory: The ELLI Project. Assessment in Education Principles Policy and Practice, 11(3), 247–272.

Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 109, 15–26. https://doi.org/10.1002/ace.204

Elder, G. H., Jr., Johnson, M., & Crosnoe, R. (2003). In the emergence and development of the life course. In J. Mortimer & M. J. Shanahan (Eds.), Handbook of the Life Course (pp. 3–19). Plenum Publishing.

Elukestva õppe vajaduste analüüs. (2002). Uuringu aruanne. Saar-Poll Sotsiaal- ja Turu-uuringud.

European Ministers of Education. (1999). The Bologna Declaration of 19 June 1999. European Ministers of Education.

Filander, K. (2012). Discursive turns from ‘Bildung’ to managerialism: Memory-work of the Finnish adult education generations. European Journal for Research on the Education and Learning of Adults, 3(2), 135–153. https://doi.org/10.3384/rela.2000-7426.rela0073

Formenti, L., & Castiglioni, M. (2014). Focus on learners: A Search for identity and meaning in autobiographical practices. In G. Zarifis & M. Gravani (Eds.), Challenging the `European Area of Lifelong Learning`. A Critical Responce (pp. 239–248). Springer.

Fujiwara, D. (2012). Valuing the impact of adult learning: An analysis of the effect of adult learning on different domains in life. NIACE.

Gustavsson, B. (2000). Haridus kaasajal: Hariduse võimalustest ja tingimustest kaasaegses ühiskonnas. Eesti Vabaharidusliit.

Haridus- ja Teadusministeerium. (2005). Eesti Elukestva Õppe Strateegia 2005-2008. Haridus- ja Teadusministeerium.

Haridus- ja Teadusministeerium. (2009). Eesti Täiskasvanuhariduse Arengukava 2009-2013. Haridus-ja Teadusministeerium.

Heidmets, M., Kangro, A., Ruus, V., Matulionis, A. V., Loogma, K., Zilinskaite, V., & Autio, T. (2011). Haridus: Eesti Inimarengu Aruanne 2010/2011: Inimareng Balti riikides: muutuste kaks aastakümmet. Eesti Koostöö Kogu.

Hoggan, C. D. (2016). Transformative learning as a metatheory: Definition, criteria, and typology. Adult Education Quarterly, 66(1), 57–75. https://doi.org/10.1177/0741713615611216

Ibrus, H. (2005). Eesti Vabaharidusliidu Aastaraamat 2004. Eesti Vabaharidusliit.

Illeris, K. (2014). Transformative learning and identity. Journal of Transformative Education, 12(2), 148–163. https://doi.org/10.1177/1541344614548423

Isopahkala-Bouret, U. (2017). Benefits of higher education in mid-life: A life course agency perspective. Journal of Adult and Continuing education, 23(1), 15–31. https://doi.org/10.1177/147797141667280

Jarvis, P. (1992). Paradoxes of learning: On becoming an individual in society. Wiley.

Jarvis, P. (1998). Täiskasvanuharidus ja pidevõpe: Teooria ja praktika. SE & JS.

Jarvis, P. (2009). Lifelong learning and globalisation: Towards a structural comparative model. In R. Cowen & A. M. Kazamias (Eds.), International Handbook of Comparative Education (pp. 602–617). Springer.

Jarvis, P. (2011). Learning: The experience of a lifetime. In L. Jõgi & K. Krabi (Eds.), Raamat õppimisest (pp. 28–46). Tallinna Ülikool.

Jenkins, A., Healey, M., & Zetter, R. (2007). Linking teaching and research in disciplines and departments. The Higher Education Academy.

Jõgi, L., & Gross, M. (2009). The professionalisation of adult educators in the Baltic states. European Journal of Education, 44(2), 221–243. https://doi.org/10.1111/j.1465-3435.2009.01380.x

Jõgi, L., Jääger, T., Leppänen, R., & Rinne, R. (Eds.). (2008). Eesti ja Soome haridus ning muutused ElI hariduspoliitikas: 1999-2000. TLÜ Kirjastus.

Jõgi, L., & Karu, K. (2018). Nordic-Baltic cooperation in adult education: A collective story of Estonian adult educators. International Review of Education, 64, 421–441. https://doi.org/10.1007/s11159-017-9628-3

Jõgi, L., & Karu, K. (2020). The formation of professional identities of adult education professionals in the context of learning at university: A journey of discovery. In M. Gravani, G. Zarifis, & L. Jõgi (Eds.), The Role of Higher Education in the Professionalisation of Adult Educators (pp. 145–165). Cambridge Scholars.

Jõgi, L., & Roosalu, T. (2020). Understanding Estonian liberal adult education in the context of Nordic-Baltic cooperation between 1991 and 2004. Dyskursy Młodych Andragogów/Adult Education Discourses, 21, 21–40. https://doi.org/10.34768/dma.vi21.555

Johnson, S., & Taylor, K. (2006). The neuroscience of adult learning. Jossey-Bass.

Karu, K. (2020). Üliõpilaste arusaamad õppimisest ülikoolis: Andragoogiline vaade. Tallinna Ülikool.

Karu, K., & Jõgi, L. (2014). From professional studies to learning experiencies. In S. Lattke & J. Wolfgang (Eds.), Professionalisation of adult educators: International and comparative perspectives: Studies in pedagogy, andragogy and gerontagogy (pp. 105–129). Peter Lang.

Knapper, C. K., & Cropley, A. J. (2000). Lifelong learning in higher education. Kogan Page.

Knowles, M. S., Holton III, E. F., Swanson, R., & Robinson, P. A. (2015). The adult learner: The definitive classic in adult education and human resource development. Routledge. https://doi.org/10.4324/9780429299612

Laane, K. (1994). Eesti Haridusliit 1924-1940. Vabahariduse Õpetajate Selts.

Lauristin, M., Vihalemm, P., Kalmus, V., Keller, M., Kiisel, M., Masso, A., Opermann, S., Seppel, K., & Vihalemm, T. (2017). MeeMa 2014 lähtekohad ja ühiskondlik kontekst. In P. Vihalemm, M. Lauristin, V. Kalmus, & T. Vihalemm (Eds.), Eesti ühiskond kiirenevas ajas. Uuringu “Mina. Maailm. Meedia” 2002-2014 tulemused. Tartu Ülikooli Kirjastus.

Lonka, K. (2018). Phenomenal learning from Finland. EDITA.

Maliszewski, T. (2008). Intercultural education and the Grundtvig in concept of school for life. Dyskursy Młodych Andragogów/Adult Education Discourses, 9, 243–254.

Märja, T. (2000). Täiskasvanuhariduse roll Eesti ühiskonna arengus ning integreerimisel Euroopa Liiduga: Uuringu aruanne. TPÜ.

Märja, T., Lõhmus, M., & Jõgi, L. (2003). Andragoogika. Valgus.

Märja, T., Lõhmus, M., & Jõgi, L. (2004). Andragoogika. Valgus.

Märja, T., Jõgi, L., & Lõhmus, M. (2021). Andragoogika. ATLEX.

Märja, T., & Vooglaid, Ü. (1995). Täiskasvanuharidus Euroopas: Eesti aruanne. Tallinn.

Merriam, S. B. (2017). Adult learning theory: Evolution and future direction. PAACE Journal of Lifelong Learning, 26, 21–37.

Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as Transformation: Critical perspectives on a theory in progress (pp. 3–33). Jossey-Bass.

Naumanen, P., Leppänen, R., & Rinne, R. (2008a). Euroopa Liidu Hariduspoliitika ja Soome hariduspoliitilised suundumused. In L. Jõgi, T. Jääger, R. Leppänen, & R. Rinne (Eds.), Eesti ja Soome haridus ning muutused ElI hariduspoliitikas: 1999-2000 (pp. 274–307). TLÜ Kirjastus.

Naumanen, P., Leppänen, R., & Rinne, R. (2008b). Euroopa Liidu muutuv hariduspoliitika. In L. Jõgi, T. Jääger, R. Leppänen, & R. Rinne (Eds.), Eesti ja Soome haridus ning muutused ElI hariduspoliitikas: 1999-2000 (pp. 193–258). TLÜ Kirjastus.

Phillips, D., & Soltis, J. F. (2015). Perspectives on learning. Teachers College Press.

Raccioppi, V. (2023). Identity and learning stories of andragogues [Master’s Thesis]. Tallinn University.

Roosalu, T. (2010). Tulemuste üle mõtiskledes. In T. Roosalu (Ed.), Kolmekesi elukestvas õppes: Õppija, kool ja tööandja (pp. 65–67). Tallinna Ülikool.

Rossiter, M., & Clark, C. (2007). Narrative and the practice of adult education. Krieger Publishing Company.

Saar, E. (2010). Meie uuringu lähtekohad. In T. Roosalu (Ed.), Kolmekesi elukestvas õppes: Õppija, kool ja tööandja (pp. 9–11). Tallinna Ülikool.

Schuller, T., & Watson, D. (2009). Lifelong learning and well-being: An analysis of the relationship between adult learning and subjective well-being. NIACE.

Sfard, A., & Prusak, A. (2005). Telling identitites: In search of an analytical tool for investigating learning as culturally shaped activity. Educational Researcher, 34(4), 14–22.

UNESCO Institute for Education. (1997a). Adult education: The Hamburg declaration: The agenda for the future. UNESCO Institute for Education.

UNESCO Institute for Education. (1997b). Adult learning in a world of risk: Emerging policies and strategies. UNESCO Institute for Education.

van Manen, M. (2001). Researching life-experience. The Althouse Press.

Vanttaja, M., & Rinne, R. (2008). Soome haridussüsteem ja hariduspoliitika aastatel 1990-2000. In L. Jõgi, T. Jääger, R. Leppänen, & R. Rinne (Eds.), Eesti ja Soome haridus ning muutused Eli hariduspoliitikas: 1999-2000 (pp. 18–100). TLÜ Kirjastus.

Vihalemm, P. (1995). Täiskasvanute vabahariduse rahvuslik programm 1995. Kultuuri- ja Haridusministeeriumi Teataja.

Vihalemm, P. (1998). Popular education. In H. Hinzen & M. Samlowski (Eds.), Adult Education and Development (p. 245). IIZ/DVV.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Wolfe, P. (2006). The role of meaning and emotion in learning. New Directions for Adult and Continuing Education, 110, 35–41. https://doi.org/10.1002/ace.217

Yorks, L., & Kasl, E. (2002). Toward a theory and practice for whole person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 53(3), 176–192. https://doi.org/10.1177/0741713602052300

Objavljeno

30. 10. 2023

Kako citirati

Potovanje iz preteklosti v sedanjost: Od študija do učnih izkušenj in profesionalne identitete v Estoniji. (2023). Andragoška Spoznanja, 29(2), 107-124. https://doi.org/10.4312/as/13473

Podobni članki

1-10 od 644

Lahko poskusite tudi zaženi napredni iskalnik podobnosti za ta članek.