{'fraction_non_alphanumeric': 0.016931216931216932, 'fraction_numerical': 0.0021164021164021165, 'mean_word_length': 5.709219858156028, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Reframing teachers’ work for educational innovation

The universities of applied sciences in Finland aim to support students in achieving work life competences by integrating authentic research, development and innovation (RDI) practices into learning. However, pursuing an educational change from a traditional higher education culture to a networked model of working is challenging for teachers. This study examines 46 teacher-developers’ motivational experiences, like sources of enthusiasm and interest, as well as challenges and organisational support needed in the process of educational innovation, namely integration of RDI and education. The results indicate that the organisational culture and structures must be in line with the new adaptive ways of working and the collaboration must be consciously created in the teachers’ working environment in order to succeed in integration, as well as to succeed in the diffusion of innovation.