PERSONALITY FACTORS AS BASIC ELEMENTS OF THE ESTONIAN YOUTH WORKERS´PROFESSIONAL GROWTH

Maarika Veigel

doi:10.17770/sie2019vol5.3691

Authors

Maarika Veigel MSc, Tallinn Health Care College; Tallinn University (EE)

DOI:

https://doi.org/10.17770/sie2019vol5.3691

Keywords:

Estonia, personality factors, professional growth, youth work, youth worker

Abstract

The article dealt with one aspect of the professional growth basic elements. The issue of the Estonian Youth Centers youth workers´ professionality has been relevant for many years, as employees often exchange. Expectations for youth work as a promotion of non-formal education are high. There is no research that explained the issues related to the youth workers professional growth, including personal factors. The theoretical framework of the research created Ruohotie, Tamm, Clarke and Hollingsworth concepts of professional growth. The purpose of this research was brought to the light youth work specialists´ opinions about the personal factors of the professional growth. For qualitative data collection semi-structed interviews were conducted with 35 Estonian youth work specialists in 2016-2018. The results showed that in eight key-topics important opinions were received. Most attention should be given further to the youth workers´ internal motivation, treatment and professional identity. Mostly were explained the high expectations to the youth work generally. Interviews revealed a different commitment to everyday work, that could have resulted from their different education and professional training or attitudes towards education. The needs for further clarification are: occupational and organizational elements of youth workers professional growth.

References

Anspal, T. (2018). The development of teacher identity through role and self-conception in pre-service teacher education. University of Tartu, Estonia.

Astroth, K. A., Garza, P., & Taylor, B. (2004). Getting down to business: defining competencies for entry-level youth workers. New directions for youth development. (25-37).

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967. DOI:10.1016/S0742- 051X(02)00053-7

Conradsen, N.B. (2017). Estonia. Taking the future into their own hands. Youth work and

entrepreneurial learning. Annex 1: country reports. In Andersen, T., Hougaard, K.F. (Eds.), (90-97). Directorate - General Education, Youth, Sport and Culture. European Commission.

Declaration of the 2nd European Youth Work Convention (2015). Making a world difference. Council of Europe. Retrieved from: https://pjp-eu.coe.int/documents/1017981/8529155/The+2nd+European+Youth+Work+Declaration_FINAL.pdf/cc602b1d-6efc-46d9-80ec-5ca57c35eb85

Dunne, A., Ulicna, D., Murphy, I., & Golubeva, M. (2014). Working with young people:the value of youth work in the European Union. European Commission (Ed.).

Estonian Lifelong Learning Strategy 2014-2020 (2013). Retrieved from: https://www.hm.ee/sites/default/files/estonian_lifelong_strategy.pdf

Estonian Youth Work Developing Plan 2014-2020 (2013). (Noortevaldkonna arengukava 2014-2020). Tartu: Haridus- ja Teadusministeerium. Estonia.

Hermans, H. (2012). Applications of Dialogical Self Theory: New Directions for Child and

Adolescent Development, 137.

Herzberg, F. (1989). New approaches in management organization and job design. Management and organizational behaviour classics. Matteson, M.T., Ivancevich, J.M. (Eds.), (229-237). Irwin, Illinois.

Kelchtermans, G. (1993). Getting the Story, Understanding the Lives: From Career Stories to Teachers’ Professional Development. Teaching & Teacher Education, 9, 5/6, 443 – 456.

Merton, B. (2007). Good youth work: what youth workers do, why and how. The National

Youth Agency, 11-38.

Noordegraaf, M. (2007). From “pure” to “hybrid” professionalism. Present-day professionalism in ambiguous public domains. Administration & Society, 39(6), 761–781. DOI: 10.1177/0095399707304434.

Noorsootöötaja Kutsestandard (2018). Occupational standards for youth worker. Eesti Noorsootöö Keskus. Estonian Youth Work Center. Retrieved from:

https://www.entk.ee/sites/default/files/Noorsootootaja_kutsestandard_2018_EST.pdf

Otten, H., & Ohana, Y. (2009). The eight key competencies for lifelong learning: an appropriate framework within which to develop the competence of trainers in the field of European youth work or just plain politics? Bonn: Salto-Youth Training and Cooperation Resource Center. Retrieved from: https://www.salto-youth.net/downloads/4-17-1881/Trainer_%20Competence_study_final.pdf

Pirk, R. (2018). Ülevaade muutustest noorte eluolus. Noorteseire aastaraamat 2017-2018. Noored ja osalus (Youth and participation), 7-33.

Ruohotie, P. (2005). Oppiminen ja ammatillinen kasvu. (Learning and professional growth). Helsinki: Werner Söderström Osakeyhtiö.

Tamm, T. (2008). Ametikasv ja professionaalsus. (Professional growth and professionalism). Õpik sotsiaaltöö eriala üliõpilastele ja teistele huvilistele. Tallinna Ülikool, Estonia.

Tamman, L. (2018). Job crafting in Tallinn youth centers. Tallinn University of Technology.

Tennat, M., McMullen, C., & Kaczynski, D. (2010). Teaching, learning and research in higher education. A critical approach (129 – 142). New York: Routledge.

Vadi, M. (1995). Organisatsioonikäitumine. (Organisation behavior), (58-61). Tartu Ülikool.

Van Ruler, B. (2005). Commentary: Professionals are from Venus, scholars are from Mars.

Public Relation Review, 31 (2), 159–173.

Veigel, M. (2018). Estonian youth workers´ professionality: youth centers´ directors and youth field coordinators opinions. SGEM, 2018 proceedings, issue 3.4, 307-317.

Veigel, M. (2017). Youth workers´professional growth. Science and society, SGEM, 2017 proceedings, issue 3.4, 749-756.

Veigel, M., & Reedik, T. (2016). Opportunities of implementing outdoor education in youth work: on the example of Tallinn youth centers. Society. Integration. Education. Proceedings of the SIE. Rezekne Academy of Technologies, 2, 363-372.

Veigel, M. (2015). Formation of youth worker´ professionalism: problems in Estonia. Problems of education in the 21st Century, 68, 84-96.

Wengraf, T. (2001). Qualitative Research Interviewing. London, Thousand Oaks, New Delhi: Sage Publications.