Teacher-Facilitators’ Job-Crafting: Making Meaning and Relevance in Authentic Learning Environments
Keywords:Teachers, Job-Crafting, Learning Environments
Purpose: Higher education institutions are being challenged to sustain their relevance in a disruptive world by moving from ego-systems to ecosystems. Teachers, as key actors, are required to redesign their work, shifting from traditional teacher-led processes towards the facilitation of student-driven learning in authentic environments. In ecosystems, with students, colleagues, and work-life partners, teachers need to modify their work by crafting their tasks, relationships, and mindsets. This study aims to make the change in teachers’ work transparent on a practical level.
Study design/methodology/approach: A qualitative and practice-based approach was used to explore teacher facilitators experiences of their job crafting.
Findings: The findings reveal the new meaning and relevance of the teacher facilitators work and can raise the awareness of higher education institutions to cultivate the future competencies of teachers.
Originality/value: The study introduces the new nature and purpose of teachers’ work as a part of ecosystems. We suggest higher education institutions nurture an experimental learning culture and support teachers to go out of their comfort zones. Developing collaborative job crafting can be a sustainable way to do that and avoids the disconnection between what we are doing and what we should be doing.
Copyright (c) 2021 Irma Kunnari, Vesa Tuomela, Jari Jussila
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.