Browsing by Subject "PUPILS"

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  • Niemi, Reetta (2019)
    Background: The new core curriculum for basic education in Finland emphasises the interrelation between learners’ participation and multidisciplinary learning. Each learner must be provided with an opportunity to join at least one multidisciplinary learning module each year. Hence, student teachers also implement a multidisciplinary learning module as part of their teaching practice at the University of Helsinki. Aim: In this article, I describe how two multidisciplinary learning modules were implemented by four third-year student teachers in a teacher training school and how they were educated to analyse the different forms of participation in their teaching. Setting: The research question of this article is as follows: How do different teaching practices used in multidisciplinary learning modules support learners’ participation? Methods: The data of this study consist of two documentation forms: two semi-structured group interviews and a field note diary. Results: The results showed that most of the practices used in multidisciplinary learning modules supported an active joining form of participation and a collaborative form of participation. In the multidisciplinary learning modules, a child-oriented form of participation was supported through practices that related to creating artistic learning outcomes; however, no practices supported a child-led form of participation. Conclusion: In this study, the student teachers learned to analyse the different forms of participation in their teaching. Nevertheless, more data about the workability of the mentoring method in other contexts are needed.
  • Hienonen, Ninja; Lintuvuori, Meri; Jahnukainen, Markku; Hotulainen, Risto; Vainikainen, Mari-Pauliina (2018)
    This study investigates how the proportion of SEN students in regular classes is related to the student-level and class-level cross-curricular competences. The data (N = 5368) come from a large-scale, longitudinal assessment study conducted on students at the beginning and end of lower secondary education in a Finnish metropolitan area. The results of the multilevel regression models showed that students in regular classes with SEN students performed on average lower than students in classes without SEN students, and that the proportion of students with SEN in class weakly predicted negatively the ninth-grade test scores. Furthermore, SEN students seemed to perform at the same level regardless of the proportion of other SEN students in class. However, students without SEN in classes with SEN students performed slightly lower than their peers in classes without SEN students in the ninth-grade assessment even when the initial differences related to placement were taken into account.
  • Lipiäinen, Tuuli; Ubani, Martin; Viinikka, Kaisa; Kallioniemi, Arto (2020)
    This article examines "new learning" skills from the perspective of Finnish in-service Religious Education (RE) teachers by exploring which skills teachers emphasize in their instruction. The data of this study consist of a quantitative online questionnaire (N = 83), and qualitative semi-structured interviews (N = 18) that were conducted to clarify the data. Skills were categorized and analysed by using the Assessment and Teaching of twenty-first century Skills (ATC21S) framework. The study shows that, from the four categories in the framework, teachers emphasized skills in Ways of thinking, Tools for working, and Ways of working categories, quite equally highly, though this was less true of the skills in Ways of living in the world category. However, the diversity among individual skills was high. Comparing individual skills, understanding diversity, religious literacy, communication skills (excluding leadership) and critical thinking were the most important in RE and leadership; producing a result and productivity were less emphasized skills in teachers' instructions. The results were explained by ongoing changes, such as religious pluralization, and digitalization in Finnish society, and the aim of RE as developing equal communication and developing, not finalizing, pupils' thinking.