Ammattikorkeakouluopiskelijan osaamisen konstruoituminen reflektion avulla kohti varhaiskasvatuksen asiantuntijuutta

Abstract

KL, FM, LuO, LTO Terhi Kaisvuon väitöstutkimus fokusoituu ammattikorkeakouluopiskelijan osaamisen konstruoitumiseen reflektion avulla kohti varhaiskasvatuksen asiantuntijuutta. Tutkimus on kvalitatiivinen tapaustutkimus. Teoriaosuudessa esitellään useita asiantuntijuutta käsitteleviä tutkimuksia ja teorioita sekä pohditaan reflektiota monitahoisesti, koska se on tutkimuksen avainkäsite. Lisäksi teoriaosuudessa tuodaan esiin työn kannalta keskeisiä oppimisteorioita. Abduktiivisen päättelyn kautta on laajennettu ymmärrystä sekä teoriasta että empiriasta. Luotettavuuden parantamiseksi ja saadun tiedon monipuolistamiseksi on käytetty aineistotriangulaatiota.

Saatuihin tuloksiin nojautuen muodostettiin tutkittavan ilmiön empiirinen malli <i>Reflektio siltana varhaiskasvatuksen asiantuntijuuteen</i>, jossa reflektio integroituu opintoihin sisältyvän harjoittelun käytänteisiin. Yksittäinen työyhteisö on tärkeässä roolissa siinä, miten reflektio toteutuu ja yhdistyy käytännön toimintaan. Ammatillisen asiantuntijuuden kehittyminen ei ole ainoastaan yksilötason reflektiivinen prosessi, vaan se edellyttää yksilön lisäksi ammatillisen asiantuntijuuden kehittymistä sosiaalisessa vuorovaikutuksessa reflektiivisesti. Reflektiolla tavoitellaan kehittymistä sekä tiedon saantia ja oman osaamisen tason kohottamista. Reflektio on tärkeä silta koulutuksessa ja työelämässä tapahtuvan ammatillisen asiantuntijuuden kehittymisen välillä ja sen voidaan nähdä selkiyttävän kuvaa ammatillisesta asiantuntijuudesta. Reflektiota voidaan pitää myös siltana ammatillista asiantuntijuutta koskevien käsitysten ja teorioiden tiedostamiseen.

Terhi Kaisvuon väitöstutkimus antaa uutta tietoa siitä, millä alueilla varhaiskasvatuksen asiantuntijuuteen liittyvä osaaminen konstruoituu reflektion avulla. Tutkimus tuo uutta tietoa myös reflektion toteutustavoista sekä reflektion onnistumista edistävistä ja sitä vaikeuttavista tekijöistä. Reflektion ylläpitämisen ja edistämisen voidaan nähdä olevan aito mahdollisuus ammattikorkeakoulupedagogiikan kehittämisessä. Reflektiota voidaan pitää merkityksellisenä työelämään suuntaavana ammatillisen asiantuntijuuden aikaansaamiseen liittyvänä työvälineenä ja sen käyttöä tulee edellyttää ja kehittää informaalissa ohjaus-oppimistapahtumassa. Väitöstutkimus liittyy reflektiota sekä asiantuntijuus- ja oppimisteorioita koskevaan tieteelliseen keskusteluun ja se on tärkeä kontribuutio varhaiskasvatuksen kentälle.

Reflective operation is the process through which the experiences obtained in the working life become new information and know-how. In this research reflection is connected to questions that are in regard to the student’s development in training periods. The study task was to study how the know-how of the students of the University of Applied Sciences is being constructed with reflection towards vocational expertise in the context of early childhood education. The target group consisted of the students of the University of Applied Sciences who had performed at least one practical training period in the context of early childhood education. The research material consists of open questionnaires and written narratives. Furthermore, written documents produced during practical training have been used as material.

On the basis of obtained results, a model of reflection as a bridge to early childhood education was developed. In the context of early childhood education, reflection integrates into practice during the training period, and the model helps promote the developing of vocational expertise. In the model, reflective orientation towards learning, as well as towards the context in which learning takes place, and the development of vocational expertise, is being displayed. The model emphasizes co-operation and interaction between the student, the working life teacher and the directing teacher. Once the student has obtained some experience, the reflection will begin. Feedback given by the working life teacher and the directing teacher and the questions they have are meant to activate the student’s own thought process, make the student acquire new information and give the student a possibility to gain insight. The student considers and analyzes his or her experience and the reasoning thereof with the help of self-reflection. The experience of self-reflection creates new understanding through a reflective writing process, which makes one think matters through thoroughly and thus enables efficient reflection. Social peer reflection further helps to obtain different points of view and thoughts with regards to vocational expertise.

Reflection in relation to obtained experiences, earlier know-how and required new information will be emphasized at all stages of the practical training process. With the help of reflection, one’s own know-how can be assessed and developed, and one’s idea of self can be specified. Reflection is hindered when the working life teacher has defective reflection skills, there is not enough time to instruct the student and/or there is a lack or scantiness of knowledge regarding the theories of reflection. What is significant in instruction and in making reflection successful is an affirmative sociocultural environment which is open to discussion, and that the instruction is regular and skilled.

Reflection can be considered a significant tool which is aimed at working life, and it is fit for creating vocational expertise. The use of reflection has to be required and developed in informal guiding-learning-situations. With the help of reflection a common understanding and vision are created, which confirm commitment to the operation. According to the results, participation in the functions and consideration thereof, discussions, maintaining a learning diary, writing assignments and given responsibility all support reflection. A work community has an important role in putting reflection into effect and connecting it to practical operation. A reflective process that has been well carried out, promotes accomplishing vocational expertise. The realization of reflection depends greatly on the implementation of guidance.

In the process of developing vocational expertise from the points of view of sociocultural know-how, declarative know-that and procedural know-how related to early childhood education and one’s own person, reflection and co-operative learning are regarded as important. What we seek to accomplish with the use of reflection, is development, gaining knowledge and raising the student’s level of know-how. The objective of reflection is to attain vocational expertise. This can be obtained through an increase in information and know-how. Reflection advances the cyclically proceeding process of developing vocational expertise.

The development of vocational expertise is not just a reflective process on an individual level, but requires reflection to take place in social interaction, as well. The research gives us the idea, that reflection is challenging, context-bound and situation specific, all of which have to be taken into account in developing reflection. Reflection forms an important bridge between the arenas in which vocational expertise develops: education and working life. It can also clarify the concept of vocational expertise. Reflection can also be seen as a means to realize and change the concepts and theories regarding vocational expertise. It is significant to promote skills, which can be used in professional development and in adapting one’s own know-how to practical situations. This requires reflection skills, and it is essential to understand their meaning in developing vocational expertise.