Henkilön ammatti-identiteetin kasvuprosessi parturi-kampaajasta hiusalan ammatinopettajaksi

Abstract

Tutkimukseni tarkoitus oli selvittää opettajien arvoja ja opettajalta vaadittavat tärkeimmät ominaisuudet ‎ammatin kannalta sekä ammatti-identiteetin koostumuksen osa-alueet. Tutkimusmenetelmänä oli ‎laadullinen eli kvalitatiivinen tutkimusmenetelmä, jossa pyysin kuutta estenomikoulutuksen käynyttä ‎kauneudenhoitoalan ammattiopettajaa osallistumaan tutkimukseeni. Olin laatinut neljä kysymystä ‎käsittäen opettajan ammatti-identiteetin kehitystä, opettajan rooleja, ammattiopettajan työn haastavia ‎ja positiivisia puolia. Tärkeimpinä esille nousseista vastauksista kertoivat, että ammatti-identiteetin ‎kehitysprosessi alkaa jo lapsuudesta, jolloin omakohtainen identiteetti saa ns. kasvot. Henkilö tunnistaa ‎toimintatavat, kuinka hän oppii asioita helpoiten. Nuoruusiässä hänelle kehittyy vahvemmin persoona ja ‎hahmotusta siitä, mihin hän opintojen jatkuessa aikoo suuntautua - mitkä asiat kiinnostavat ja mitkä ovat ‎vahvimpia puolia. Ammatti-identiteetti kehittyy jatkossa opiskelun ja työelämän virrassa kokemuksien ‎kautta. Ammattiopettajan työ ei ole yksinkertaista, vaan henkilö joutuu joustamaan useaan rooliin ‎erilaisissa tilanteissa ja tässä vaiheessa tarvitaan empaattisuutta sekä rohkeutta. Jatkuva ‎lisäkouluttautuminen on työn ehdoton vaatimus, sillä varsinainen opettaminen ja ohjaaminen on ‎prosentuaalisesti alle puolet koko työkuvasta. Ammatti-identiteetti ja henkilön henkilökohtainen ‎identiteetti ovat sidoksissa toisiinsa ja voidaan ajatella, että ne ovat yksi identiteetti, joka haarautuu ‎puiden oksien lailla. Mikäli ammatti-identiteetti on tuntemukseltaan heikko, se heijastuu persoona -‎identiteettiin ja päinvastoin.‎

With the professional identity of the growth process hairdresser profession as a teacher

This study was designed to determine the values of teachers and teacher required for the main features ‎of the profession and the professional identity of the composition of sub-areas. The starting point was a ‎genuine interest in teacher professional technical drawings to and thus I chose the research design as a ‎qualitative research method, in which I asked for six training of estenomischool fermented beauty ‎professional teachers to participate in the study. Three of them participated, one electronic and two-‎person interview in a situation where the replies received from the printer's memory from the file. I had ‎produced four more demanding questions, including, teacher professional identity development, ‎professional teacher's professional image and positive aspects of the weak among other things. The most ‎important responses that came out told us that the professional identity development process begins in ‎childhood, when personal identity is not known. Personal identification practices, how he learns things ‎more easily. In adolescence he develops a stronger personality and the shape of where he continued ‎studies will be directed - which matters of interest and what are the strongest sides. Professional identity ‎develops in the future learning and life experiences through a stream. Professional teacher's job is not ‎simple, but the person has to be flexible in the role of a number of different situations and at this stage ‎need to show empathy, and courage. Continuous further training has come to work half the absolute, ‎since the actual teaching and directing a percentage less than half the size of technical drawings. ‎Professional identity and the person's personal identity are intertwined and one can imagine that they ‎are one of identity, which forks tree branches by law. If the professional identity feelings are weak, it is ‎reflected in personal identity, and vice versa.‎

This study was designed to determine the values of teachers and teacher required for the main features ‎of the profession and the professional identity of the composition of sub-areas. The starting point was a ‎genuine interest in teacher professional technical drawings to and thus I chose the research design as a ‎qualitative research method, in which I asked for six training of estenomischool fermented beauty ‎professional teachers to participate in the study. Three of them participated, one electronic and two-‎person interview in a situation where the replies received from the printer's memory from the file. I had ‎produced four more demanding questions, including, teacher professional identity development, ‎professional teacher's professional image and positive aspects of the weak among other things. The most ‎important responses that came out told us that the professional identity development process begins in ‎childhood, when personal identity is not known. Personal identification practices, how he learns things ‎more easily. In adolescence he develops a stronger personality and the shape of where he continued ‎studies will be directed - which matters of interest and what are the strongest sides. Professional identity ‎develops in the future learning and life experiences through a stream. Professional teacher's job is not ‎simple, but the person has to be flexible in the role of a number of different situations and at this stage ‎need to show empathy, and courage. Continuous further training has come to work half the absolute, ‎since the actual teaching and directing a percentage less than half the size of technical drawings. ‎Professional identity and the person's personal identity are intertwined and one can imagine that they ‎are one of identity, which forks tree branches by law. If the professional identity feelings are weak, it is ‎reflected in personal identity, and vice versa.‎