Browsing by Subject "erityisopettajan professio"

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  • Makkonen, Kirsi (Helsingin yliopisto, 2020)
    Goals. The purpose of the thesis was to find out the professional development of already em-ployed teachers studying to become special teachers, “more than as teachers”. As a back-ground theory, I look at teaching, the profession and career of a teacher, especially from the perspective of a special education teacher. The aim of this research was to find out why an already qualified teacher wants to go to study special education, what are the goals for study-ing and how those goals were achieved. Since it is possible to train as a special education teacher both as a degree student and by completing separate special education teacher´s studies, the research also looked at the difference between the two study methods. Methods. The research was carried out as a qualitative interview. The informants were kin-dergarten teachers, classroom teachers or vocational teachers who studied special education as master’s degree students, completed separate special education studies, or studied spe-cial education at the Open University. The interviews were supplemented with an email sur-vey. The interviews were transcribed and the material was analyzed by content analysis. Results and conclusions. The development of teachers into special educational teachers was described by two paths, which were “alternative” and “goal”. The “alternative” path was the choice of students majoring in special education as a Master of Education, and they had not specifically pursued the teaching profession but rather drifted into teaching. Those who com-pleted separate special education studies were on the “goal” path and were already oriented to the field of education after their secondary education. The special education studies aimed at eligibility and competence for the position of special education teacher, community spirit and knowledge and understanding of meeting special needs students in school. Studies in special education were found to be useful, although there is room for improvement in their or-ganization and practical implementation. Informants saw master’s studies in special educa-tion and separate special needs teacher studies as an important part of professional growth and development.
  • Korpi, Liisa (Helsingin yliopisto, 2017)
    Goals. The purpose of the thesis was to survey expectations and ideas before and after education of separate special education teacher's studies who started study in Helsinki university in autumn 2016. The background theory was the special education teacher's profession. The purpose of the thesis was to clarify why teachers want to qualify to special education teachers and how important professional growth and specialty teacher's profession and expertise are to them. In addition the thesis also clarified if the education was in accordance with the preconceptions and if there were differences in this themes. The research aims at providing a general view of the development needs of separate special education teachers from a students point of view. Methods.The research was carried out as a quantitative survey and the research subject was 100 students from three groups (ELO, EO and VEO), according to the previous degree. The initial survey was carried out in autumn 2016 and it's participants were 63 students whose average age was 40 years. The final survey was carried out in spring 2017 and it's participants were 48 students whose average age was 38,6 years. The statistical analysis of the data was carried out with PASW Statistics 24 –program and the open questions were analysed in a qualitive way. Results and conclusions. The professional growth and expertise / aptitude to special education teacher's work were very important to all the participants measured as a sum variable. There weren't statistically significant differences in age and teaching experience, which would have had impacted the results. The participants wanted to get qualification for special education teachers work and better employment opportunities, through their education. Special pedagogical knowledge and practical tools to strengthen vocational skills were also wanted. The impact of the education was examined as a sum variable, which concluded that expectations weren't always fulfilled in all respects. A small significant difference came out between two groups. Special early childhood educators felt that the education gave little means for supporting pupils compared to special education class teachers. Yet special education teacher's profession was seen as significant with all the participants especially with teachers with the least amount of teaching experience but it wasn't statistically significant.