Myönteisten oppimiskokemusten tekijät ja uudistuva opettajuus ammatillisessa koulutuksessa

Authors

• Annukka Tapani Tampereen ammattikorkeakoulu
• Arto O. Salonen Itä-Suomen yliopisto

Keywords:

vocational education, learning experience, pedagogical competency, authenticity, community of practice

Abstract

Reform of vocational upper secondary education changed the tasks of education providers, working life, teachers and students. For teachers there were some training available before reform, but also the new roles and tasks for students should be paid more attention to. In this qualitative research we ask a) what kind of things are connected with students´ positive learning experiences and b) what kind of expectations students have for vocational teachers to have positive learning experiences in their everyday vocational studies. The data consists of texts (n = 31) written by first-year vocational education students. The data were analyzed by qualitative content analysis. According to the results the positive learning experiences were made of authenticity, collaboration, guidance and tailor-made way of learning. Students expected vocational teachers to be experts in subject matter knowledge as well as teaching. Our conclusion is that the core of positive learning experiences is the dynamic learning process conducted by teachers. The learning process should be authentic, conducted in a co-operative way and based on subject matter knowledge.