Browsing by Subject "Opettajankoulutus"

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  • Silvennoinen, Sari (Helsingin yliopisto, 2020)
    The purpose of this thesis is to investigate what kind of ideals of a teacher and teaching con-structed in the curriculum texts of teacher education. The research questions are: 1) what kind of discourses can be read out from curriculum texts and 2) what kind of ideals and val-ues are attached in teachers in teacher education curriculum texts. The material of the thesis consists of general descriptions of the program catalogues of teacher education in the univer-sities of Helsinki, Lapland, Tampere and Turku, which were valid in the academic year 2017-2018. The theoretical background draws from curriculum research as well as research on the teacher ideals. The research method is discourse analytical reading of curriculum texts. There are three discourses on teacher education in the curriculum texts. The first discourse is discourse of science that relates teaching to academic teacher education. The second dis-course relates teaching to society considering teachers as actors of social change. I have named the second discourse as the discourse of social change. The third discourse empha-sises the effectiveness of teacher education in responding to the needs of the working life by producing teaching professionals. I have named the third discourse as Discourse of labour market and efficiency. The fourth discourse is an individual-centred discourse in which teaching is discussed as a means to the individual’s own development and the growth of in-dividual strengths. In general, all four discourses are present in each curriculum. The strong-est of these is the discourse of social change. The most significant exception is the University of Lapland where the teacher education cur-riculum text highlights locality, the significance of individual's own internal capabilities and problematisation of gender. The history of the University of Lapland provides the curriculum the specific nature. The question to be considered further is whether it is possible to find strength and new perspectives for teacher education from the strengths of each university in-stead of following the narratives and phrasing of educational ideologies alike in other univer-sities.
  • Lehtonen, Anna; Kaasinen, Miia Piritta; Karjalainen-Väkevä, Mirja P; Toivanen, Tapio Markku (2016)
    The use of drama in education can be seen as an alternative to traditional teacher-led, scripted schooling and an answer to the challenges of our current postmodern knowledge culture, which aims at deeper conceptual understanding by preparing students to be more creative and create multimodal knowledge. At the same time the research project “Challenge of the empty space”, at Helsinki University's Teacher Education Department, has established that the potential complexity and diversity of creative processes in drama education is a challenge for teachers and as well for Finnish teacher education. In this article we bring together three doctoral studies of teaching drama (Kaasinen, Karjalainen-Väkevä and Lehtonen). They present three different approaches for how a teacher could support students’ creativity in a drama class. We suggest, that it might be beneficial for teachers teaching drama to have training in improvisation, to pay attention to the holistic presence and to focus on students’ perspectives, agency and ownership in teaching.