Ammattiin oppimisen situationaalisuus, yksilöllisyys ja prosessuaalisuus

Abstract

Tässä tutkimuksessa tarkastellaan lähihoitajakoulutuksen näkökulmasta ammattiin oppimisen monimuotoista maailmaa. Tutkimus on samalla koulukohtaisen opetussuunnitelman toteutumisen tarkastelua. Aineisto on kerätty lähes koko 90-luvun ajan kestänen lähihoitajakoulutuksen kehittämisen ajalta ja se muodostuu koulutuksen ja työelämän yhteistyöhankkeesta, opettajien haastatteluista, opiskelijaryhmän prosessikuvauksesta ja opiskelijoiden kokemuksista omasta oppimisprosessistaan.

Tärkein tutkimuskysymys koski sitä, miten nuoren sosiaali- ja terveysalan ammattilaisen on mahdollista hankkia sellainen työelämän varanto, jonka perustalta hän selviytyy sekä työelämässä että elämässä. Tutkimuksen tuloksena ovat teesit, joiden perusteella opettaja on haastettu jatkuvaan oman näkemyksensä pohdintaan ja oman opetuksellisen filosofiansa etsintään.

Vankasti empiirisen tutkimuksen metodologinen perusta on hermeneuttis-fenomenologisessa tieteenfilosofiassa. Kiinnostavaa on sekä kokemus että merkitykset.

Tutkimus on kasvattajuuden merkitystä korostava puheenvuoro ja sen näkökulmia voidaan ottaa pohdittavaksi opettajakoulutuksessa, koulutuksen ja oppilaitosten toiminnan kehittämishankkeissa sekä työssäoppimisen kehittämisessä.

Ammattiin oppiminen on ihmisen kehittymistä persoonana. Hänen kokemuksensa ja merkityksenantonsa ovat perustava lähtökohta. Opettajalta vaaditaan rohkeutta saattaa ja päästää nuori ihminen kasvuun. Tämän pohdinta on elinikäistä opettajalle ja kasvattajalle.

This study approached professional training within the framework of the basic course in welfare and health work, furnishing qualification as practical nurse. The primary question addressed was how a young professional in this field can accrue the resources essential in coping with the demands of work life and of life in general. The inquiry necessitated a closer scrutiny of the conditions for learning. In the course of the investigation the significance of the processual, individual and situational aspects of vocational learning emerged, bringing out the nature of learning as an enriching hermeneutic spiral in which importance attaches to the learner s own world of experience and meaning, the teacher s conception of man, of knowledge and of society, and ability to establish a dialogic educational relationship. Learning for a profession involves individual construal of information and attribution of meaning to it. Learning has also its social dimension entailing on the one hand socialisation for membership in the community and on the other the existence of social conditions. the gulf between these two is bridged by educative activity whereby a connection is established ­ a shared world which constitutes the prerequisite for dialogue.

The first part of the thesis sets out its theoretical basis and points of departure and considers factors of change. Appraisal of the process of learning for a profession brought to the fore new conceptions of teachership, learning and school activity. The foundation of the work derived from the hermeneutic-phenomenological philosophy of science. Interest attached both to experience and to meanings, in which the life-situationality of the study process is realised. Respect for the student s personal history and cultural background lays the basis for growth. A holistic conception of man and a situational approach to learning bring insight into the individual nature and the meaningfulness of experience.

The second section presents viewpoints on this complex phenomenon as they emerge in the light of the empirical material. This was approached in a manner in keeping with the principles of the hermeneutic-phenomenological philosophy of science, in the form of a study of qualities and meanings. The material gave impulse to an analysis of the world of training and learning along four separate pathways. These give form to a variety of realities and experiences, each in turn revealing different levels of meaning and social relationships inherent in the phenomenon. The first of these modes of assessment involved a documented development project in training and work life; the second led into the teacher s experience of being a teacher, and the third constituted a description and more precise detailing of the training process in a given practical nursing group. The fourth pathway shed light on the young vocational trainee s personal experience of learning.

The final section of the work comprises a discussion along the lines indicated by the research material, bringing out as theses the situational, individual and processual nature of the problems and the possibilities inherent in the future of vocational training. As the study progressed, the author s conception of teachership acquired new features. The teacher is constantly challenged to an appraisal of his/her own conceptions and a search for a personal paedagogic philosophy. This presupposes a capacity to assess the basis of his/her own activity. For the pupil and trainee the teacher functions as an interpreter of the world and a promoter of professional growth; essential in this task are encouragement to continuous search, self-education, individuation, and appreciation of the possibilities latent in change and multiplicity.

The function of the teacher is to support and foster the process wherein unique, individual professional expertise is attained. The result of this process is the establishment of a personal ethical relationship to vocation and mastery of it. In the light of the findings here, this is seen to be possible. Prerequisite and of cooperation with colleagues and the world of work. This in turn calls for a system of direction in training which has its foundation in a philosophy and seeks in place of fragmentation the kind of pedagogic solutions which will make for humanisation and enlightenment.