Exploring the evolution of perceptions on academic success through the multinational educational experiences of teacher education students
Luokkanen, Caroline (2023-12-15)
C. Luokkanen
15.12.2023
© 2023, Caroline Luokkanen. Tämä Kohde on tekijänoikeuden ja/tai lähioikeuksien suojaama. Voit käyttää Kohdetta käyttöösi sovellettavan tekijänoikeutta ja lähioikeuksia koskevan lainsäädännön sallimilla tavoilla. Muunlaista käyttöä varten tarvitset oikeudenhaltijoiden luvan.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202312153876
https://urn.fi/URN:NBN:fi:oulu-202312153876
Tiivistelmä
Academic success is a broad concept which has long been discussed and measured. Traditionally academic success has been defined externally, but recent research aims to include holistic, social, and self-reflective perspectives of academic success. One key theoretical concept upon which this thesis is established is Amartya Sen’s Capability Approach, which has aided in holistically understanding individuals’ capability of achieving academic success. Previous international research has shown that immigrants’ academic success is affected by numerous factors.
Drawing on this, this thesis investigates the evolution of the perceptions of teacher education students on academic success, through their multinational educational experiences. Firstly, the research aims to discover how teacher students perceive definitions and expectations of academic success. Secondly, the research explores what factors the participants perceive as affecting their achievement of academic success. Both questions are studied in terms of their past educational settings and the current setting. This is a qualitative phenomenographic study with teacher students at the University of Oulu as participants. The data was collected through semi-structured interviews and phenomenographic content analysis was employed for data analysis.
The research findings revealed a substantial shift in the teacher students’ perceptions and experiences of academic success from their previous educational settings to the current setting. Before, academic success was positive, highly standardized, equated with learning, external and often clashing with personal definitions. In the current educational setting academic success was more holistic with better aligned personal and external definitions. Factors in academic success in past and present are both personal and social in nature, including reasonability of expectations, support or lack of it, relationships, identity, motivation, effort and personal circumstances.
Drawing on this, this thesis investigates the evolution of the perceptions of teacher education students on academic success, through their multinational educational experiences. Firstly, the research aims to discover how teacher students perceive definitions and expectations of academic success. Secondly, the research explores what factors the participants perceive as affecting their achievement of academic success. Both questions are studied in terms of their past educational settings and the current setting. This is a qualitative phenomenographic study with teacher students at the University of Oulu as participants. The data was collected through semi-structured interviews and phenomenographic content analysis was employed for data analysis.
The research findings revealed a substantial shift in the teacher students’ perceptions and experiences of academic success from their previous educational settings to the current setting. Before, academic success was positive, highly standardized, equated with learning, external and often clashing with personal definitions. In the current educational setting academic success was more holistic with better aligned personal and external definitions. Factors in academic success in past and present are both personal and social in nature, including reasonability of expectations, support or lack of it, relationships, identity, motivation, effort and personal circumstances.
Kokoelmat
- Avoin saatavuus [37830]