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Reflective learning diaries from 20 adults across a two-year programme provide the study data, coded through data-driven open coding and constant comparative grounded theory methods. The findings outline horizontal dimensions (egocentric learner, researching professional and expert in society) and vertical dimensions (transforming self-image, expanding self-expression, widening agency). Pedagogical implications for teacher education are discussed, especially for physical education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dimensions-of-professional-growth-in-work-related-teacher-education-article-1/593726/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dimensions-of-professional-growth-in-work-related-teacher-education-article-1/593726.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the article?","Question",{"text":112,"@type":113},"The article conceptualises how adult learners’ professional growth develops in a tailored, work-related teacher-qualification programme for physical education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study data collected and analysed?",{"text":117,"@type":113},"Data came from reflective learning diaries written by 20 adult learners over two years. Analysis used data-driven open coding with constant comparative methods from grounded theory.",{"name":119,"@type":110,"acceptedAnswer":120},"What dimensions of professional growth does the article identify?",{"text":121,"@type":113},"It identifies horizontal dimensions, including becoming a researching professional and expert within society, and vertical dimensions such as transforming self-image, expanding professional self-expression, and widening agency.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593726,1792210735,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 1 | Article 1 |\n| --- | --- |\n| 2017\u003Cbr>Dimensions of Professional Growth in WorkRelated Teacher Education\u003Cbr>Leena Aarto-Pesonen\u003Cbr>Department of Teacher Education, University of Jyväskylä, Finland, [leena.aarto-pesonen@jyu.fi](leena.aarto-pesonen@jyu.fi)\u003Cbr>Päivi Tynjälä\u003Cbr>Institute of Educational Research, University of Jyväskylä, Finland, [paivi.tynjala@jyu.fi](paivi.tynjala@jyu.fi) |  |\n\nRecommended Citation  \nAarto-Pesonen, L., & Tynjälä, P. (2017). Dimensions of Professional Growth in Work-Related Teacher Education. Australian Journal of Teacher Education, 42 (1).  \n[http://dx.doi.org/10.14221/ajte.2017v42n1.1](http://dx.doi.org/10.14221/ajte.2017v42n1.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss1/1](http://ro.ecu.edu.au/ajte/vol42/iss1/1)  \nAustralian Journal of Teacher Education  \nDimensions of Professional Growth in Work-Related Teacher Education  \nLeena Aarto-Pesonen  \nPäivi Tynjälä  \nUniversity of Jyväskylä, Finland  \nAbstract: This article conceptualises adult learners’professional  \ngrowth in a tailored, work-related, teacher-qualification programme  \nin physical education. The study data consisted of the reflective  \nlearning diaries of 20 adult learners during a 2-year tertiary and  \nwork-related teacher-qualification programme. The data were  \nanalysed using data-driven open coding analysis, which was  \nconducted using the constant comparative method of the grounded  \ntheory approach. This article presents the horizontal dimensions  \n(egocentric learner, researching professional and expert within  \nsociety) and the vertical dimensions (transforming self-image,  \nexpanding professional self-expression and widening agency) of the  \nadult learners ’ multifaceted professional growth process. In addition,  \nthe article discusses pedagogical implications in relation to  \ndeveloping teacher education in general and the education of  \nphysical education teachers in particular.  \nIntroduction  \nTeacher-education organizations face the challenge of innovating and developing their practices to respond to present economic and social pressures and to keep pace with the increasing needs of adults for retraining and career change. Under these circumstances, demand has increased for teacher-education programmes targeting adult learners, because such programmes offer a flexible solution to teacher shortages in specific areas (Adcock & Mahlios, 2005; Zeichner & Schulte, 2001; Zuzovsky & Donitsa-Schmidt, 2014) . In addition, for a growing number of voluntary, midlife career changers, such programmes offer the possibility of a new career within a reasonable amount of time (Darling-Hammond & Bransford, 2005) . Although new-teacher preparation models vary dramatically, an emphasis on practical training seems to be common among them (Cochran-Smith & Power, 2010) . Thus, in these programmes, work-based or work-related learning is an important part of students’ professional growth.  \nResearch on workplace learning has expanded over the past two decades, indicating that work can indeed serve as a significant source of and context for learning (e.g. Malloch, Cairns, Evans, & O’Connor, 2011; Tynjälä, 2008, 2013) . It has been suggested that to ensure optimal development of expertise in the field of teacher education and teacher growth, workbased learning should integrate various forms of expert knowledge, including conceptual, practical, self-regulative and sociocultural (Tynjälä & Heikkinen, 2011) . However, transformations in professional growth are not easily achieved, and new professional identities are not easily acquired: both take time and are difficult to accomplish (Ericsson, Krampe & Tesch-Römer, 1993) .  \nThere is a wealth of research-based knowledge related to learning, professional development and growth (e.g. Ahonen, Pyhältö, Pietarinen & Soini, 2015; Mukeredzi, 2015;  \nVol 42, 1, January 2017 1  \nAustralian Jou","cbCainUualLEN38z","https://ap.wps.com/l/cbCainUualLEN38z","pdf",828029,"English","# Abstract\n# Introduction\n## Adult learners and teacher-education demand\n## Workplace learning and expert knowledge integration\n## Limits of existing research on alternative programmes\n# Study focus and programme model","[{\"question\":\"What is the main focus of the article?\",\"answer\":\"The article conceptualises how adult learners’ professional growth develops in a tailored, work-related teacher-qualification programme for physical education.\"},{\"question\":\"How was the study data collected and analysed?\",\"answer\":\"Data came from reflective learning diaries written by 20 adult learners over two years. Analysis used data-driven open coding with constant comparative methods from grounded theory.\"},{\"question\":\"What dimensions of professional growth does the article identify?\",\"answer\":\"It identifies horizontal dimensions, including becoming a researching professional and expert within society, and vertical dimensions such as transforming self-image, expanding professional self-expression, and widening agency.\"}]","Dimensions of Professional Growth in Work-Related Teacher Education - Article 1 | PDF",1792077798,48]