Supporting students' pedagogical working life horizon in higher education

Penttinen, Leena; Skaniakos, Terhi; Lairio, Marjatta

doi:10.1080/13562517.2013.795936

Cited by 14 publications

(8 citation statements)

References 32 publications

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“…Our synthesis of the literature revealed 10 principles supporting the process of learning from a professional expertise development perspective, which we have organised by means of the Integrative Pedagogy Model. We present these principles as an answer to the calls by various authors to come up with design instructions for teaching towards expertise (e.g., Hatano & Oura, 2003;Kinchin et al, 2008;Penttinen, Skaniakos, & Lairio, 2013). The principles provide a framework beneath which teachers from different backgrounds and disciplines can work together to plan, develop, and provide coherent learning experiences for students.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Designing Education for Professional Expertise Development

Elvira

Imants

Dankbaar

et al. 2016

Scandinavian Journal of Educational Research

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How to facilitate learning by novices (students) on their road to expertise has attracted the attention of a vast number of researchers in cognitive and educational psychology as well in the field of learning and instruction. Although many studies have investigated the phenomenon of expertise development, the implications of the findings for instruction are scattered throughout the literature. This article reports the results of a systematic literature review of 37 studies on expertise development. Using Tynjälä's Integrative Pedagogy Model as an organising framework, the implications for educational practice described in these studies are presented as 10 instructional principles. This study takes a step towards translating expertise development research into guidelines for instruction. Implications for future research are discussed.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Designing Education for Professional Expertise Development

Elvira

Imants

Dankbaar

et al. 2016

Scandinavian Journal of Educational Research

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“…Penttinen et al . (2013) state that all didactic practices should aim at paralleling the holistic construction of students' careers with their well-being to facilitate students' transition from university to working life. Hilimire et al .…”

Section: Discussionmentioning

confidence: 99%

Knowledge and skills attractive for the employers of the organic sector: A survey across Europe

Briz

Niemsdorff

Radicetti

et al. 2019

Renew. Agric. Food Syst.

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In all countries, the organic sector of the agricultural industry is increasing, with Europe traditionally leading this trend. A survey of different stakeholders (employers) was carried out in 2015 in seven European countries to evaluate the employment market for the organic agricultural industry in Europe. Results indicate the willingness to employ qualified graduates. From the employers' perspective, the most desirable knowledge skills among the graduates of organic agricultural studies include plant production, food quality and plant protection. Further, the study revealed the work skills most desired by the employers are practical expertise, teamwork and problem-solving, and the most important method of learning is cooperation with enterprises (internships/training) in the organic agricultural sector.

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“…Extensive research is dedicated in recent years to the development of skills within the framework of Higher Education and in plethora of scientific fields. Studies about skills development in HE include [6] Knight and Yorke (2003), [7] Soontiens (2004), [8] Wilton (2008), [9] Pavlovich, Collins and Jones (2009), [10] Torenbeek, Jansen and Hofman (2011), [11] Penttinen, Skaniakos and Lairio (2013) and many more. Accounting teachers, policy-makers and employers agree that the introduction of employability skills in accounting curriculum have significantly positive effects on students' education and on graduates' preparation for their professional life [12] [13] [14] [15].…”

Section: Literature Reviewmentioning

confidence: 99%

Barriers to the Teaching of Skills in the Greek Higher Education Accounting Courses: Insight from Accounting Teachers

Asonitou

2115

IJSIM

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The present article analyses the responses of accounting teachers regarding the introduction of professional skills in Greek Higher Education Institutions (HEIs). The main themes of the interviews questions included the importance of professional skills for accounting and business administration students (ABA), the skills' gap between the actual and the expected skills of the graduates as well as the barriers to the introduction of soft skills in the accounting courses. The development of skills and competences in parallel to subject knowledge (hard skills) has been a prerequisite to the curriculum of HEIs in Greece. This prerequisite signifies a paradigm shift from the teacher-centred to the student-centred education. The author conducted interviews with accounting teachers from Universities and from Higher Technological Educational Institutions. The analysis of the interviews revealed the teachers' attitude towards skills introduction as well as the obstacles to their efforts that derive from multiple sources: the structure of the educational system, the teachers and the students.

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Supporting students' pedagogical working life horizon in higher education

Cited by 14 publications

References 32 publications

Designing Education for Professional Expertise Development

Designing Education for Professional Expertise Development

Knowledge and skills attractive for the employers of the organic sector: A survey across Europe

Barriers to the Teaching of Skills in the Greek Higher Education Accounting Courses: Insight from Accounting Teachers

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