Teacher-Facilitators’ Job-Crafting: Making Meaning and Relevance in Authentic Learning Environments

Authors

  • Irma Kunnari Häme University of Applied Sciences
  • Vesa Tuomela Häme University of Applied Sciences
  • Jari Jussila Häme University of Applied Sciences

DOI:

https://doi.org/10.53615/2232-5697.10.115-126

Keywords:

Teachers, Job-Crafting, Learning Environments

Abstract

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.

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Published

20.08.2021

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How to Cite

Teacher-Facilitators’ Job-Crafting: Making Meaning and Relevance in Authentic Learning Environments. (2021). International Journal of Management, Knowledge and Learning, 10. https://doi.org/10.53615/2232-5697.10.115-126