Browsing by Subject "kotitalousopettaja"

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  • Nuutinen, Johanna (Helsingfors universitet, 2015)
    The main purpose of this study was to find out what kind of means the home economic teachers use to ease pupils who need support in the learning process. The goal of this study was learn how information of the support needed was transferred to teacher and to learn what kind of additional resources are available. In addition, this study focuses on teachers' reactions to integrate the pupils in a normal teaching situation. Also this study focuses on tools that teacher education offers to meet pupils needing special support. The data for the qualitative study were collected during the spring 2014 in two separate stages: by collecting critical incidents and semi-structured interviews. The data were collected by discretionary sampling. Ten home economics teachers working in Pirkanmaa and Uudenmaa region took part in this study. The data were analyzed by qualitative content analysis. According to the main outcome, pupils are heterogeneous groups and the need for support varies from minor to major. The main problems areas for pupils according to teachers are learning and behavioral problems. Also social and psychological problems have increased. The information of support needed among new students was transferred from class teacher to home economics teacher but in some cases the need for support was noticed during classes. Teachers have several means to support pupils' learning. For example, the teachers used demonstrative means, graphic guidance and they split working stages into smaller details. Sometimes it was also possible to get a supportive person into the classroom. The teachers used more time and effort to evaluate the pupils in need of assistance and assigned more practical tasks for them. The communication between teacher and parent is very important according to the interviewees. The idea of integration of the pupils needing support into the normal teaching program is good, but to bring this into practice is challenging. According to the teachers their education did not give them the tools needed in teaching special pupils. Many teachers would like to have more practical guidance to support their teaching methods. Hopefully the findings of this study will raise discussion and help the newly graduated home economics teachers to meet special pupils at their work in the future.
  • Kallankari, Iiris (Helsingfors universitet, 2014)
    Aims. Purpose of this study was investigate how home economy teachers see bullying in their work and what kind of preparedness they have. Earlier studies have shown that bullying in school is quite common. Despite the fact that bullying has been widely noticed in media, there haven't find explicit ways to intervene. Bullying in home economics classroom haven't been studied before. Home economics as a school subject differs from other theoretical subjects and that is the reason why ways of bullying might be different. In this study we tried to find out what kinds of bullying exist in home economics classroom, how teachers intervene it and what kind of preparedness teachers experience they have. Bullying phenomenon is very diverse so study's framework consist of perceiving bullying phenomena, describing nature of home economics and exposing teacher's preparedness. Methods. The material of study was collected with nine open questions questionnaire. There were also few background questions. Questionnaires were send digitally to home economics teachers who were teaching in high schools and belong in mailing list of Home economics union, Facebook group called Home economics teachers or Home economics and those who's e-mail address were find from websites of large cities Finnish speaking schools. 44 answers were received and 6 of them by mail. Work experience of answerers varies from less than a year to 34 years. Material were analysed using content analysis. Results and conclusions. In this study noticed that there were specific features of bullying in home economics classroom. For example pupils free moving, plenty of equipment, opportunity to danger situations, rush and the fact that there happens so much at the same time in a classroom. Teachers feel that their preparedness were mainly good. Young teachers were most unhappy about their preparedness. Education doesn't give enough preparedness to intervene bullying, but working experience and own children does. Teachers intervene bullying by discussion with bully, victim and their parents. When needed also help of other agents and punishments.
  • Kulmala, Siiri-Maija (Helsingfors universitet, 2014)
    The purpose of this study is to explore information about the experiences of home economics teachers on their body image and appearance, and the effects that these factors have on their work. A person's body image consists of many factors, of which appearance, body figure and experienced body mass are central to this study. As a school-subject, home economics deals with life management, which includes themes like coping with everyday life and nutrition awareness. Contemporary issues such as highlighted body awareness, everybody's possibility to share what they view as a healthy lifestyle along with the changing conception of well-being make the position of home economics teachers, who teach these very topics, especially interesting. An authentic teacher is not in conflict with her teaching, is inspiring, respectful and appreciates her subject. How does a home economics teacher then position herself and her body in a functional classroom? The main research questions are 1. a) How do home economics teachers view their body image? 1. b) What factors affect their body image? 2. How are professionalism, teaching and acting in work community related to the experienced body image? This study focuses on personal and lived experiences and the data were collected using the qualitative theme interview method in the fall of 2014. The data were analysed with the qualitative content analysis method through clustering the experiences and aiming at local explaining. The participants had different experiences and their description remained somewhat shallow. The participating home economics teachers are mainly happy with their body or at least on their way to its acceptance. The essential factors affecting body image are overall well-being, a healthy lifestyle, factors related to mood and feedback from others. All of these factors can also be seen to relate partly to the teacher's body. In accordance with contemporary culture, the participants view their body as changeable. For a home economics teacher, the body is an important work tool that cannot be in conflict with the substance matter being taught. It is an example body that signals the correct way to position oneself in a home economics environment when it comes to hygiene as well as overall practice. It is also a model of what a body can be like in this world. It is considered important to set an example of acceptance, presence and respect also through facial expressions and gestures. A home economics teacher is part of a work community and has a strong professional identity in which the body plays a minor role. Home economics teachers seem to have a separate professional body image. The role of the body in teaching is mostly constructed through personal reflection in the course of work experience – it is therefore essential to consider whether the position of the body in the work environment should be taken to account at an earlier point in the career.
  • Hyppönen, Lotta (Helsingin yliopisto, 2020)
    The main purpose of this qualitative study is to identify home economics teachers’ perceptions and experiences of the integration of special needs students into home economics education. The research questions are: 1) How do home economics teachers experience the effects of integration of special needs students in their teaching? 2) What factors have teachers determined lead to the perception of integration either as a positive or negative result? This research topic is largely understudied in the area of home economics science. Therefore, the purpose of this thesis is to raise awareness of home economics teachers' views on integration and the lasting effects in the classroom. Six home economics teachers from the Helsinki metropolitan area participated in this study. The qualitative data were collected through a semi-structured thematic interview. The data were analyzed using the methods of qualitative content analysis. In the analysis, answers to the research questions were sought through five different themes: quality of support for the integrated students, quality of teaching, teacher’s ability to meet the demand of a special needs student, means of differentiation, and teacher's own well-being. The main results demonstrate that home economics teachers perceived the differentiation of teaching for special needs students challenging. This had a negative impact on special needs students as well as general education students. The increase in workload was perceived as the most significant factor and weakened the overall well-being of teachers. An increase in students’ tolerance and acceptance of difference was perceived as a positive factor. The special needs students in the heterogeneous teaching group who exhibited underdeveloped attention spans negatively affected the teachers’ conscience.
  • Hämäläinen, Liisa (Helsingfors universitet, 2017)
    Aims. Eating is an important part of well-being during the work day. Working at school and the new school eating recommendations advise teachers to eat school lunch with students and show example to them. Home economics as a subject affect eating of home economics teachers as there is often prepared food at lessons and the teacher acts as a food educator. There are only few studies about teachers eating during work day and the earlier school lunch studies are focused on students' perspective. The aim of this study was to find factors that effect on home economics teachers' eating during work day and bring out the teachers' experiences about eating. The purpose was also to find out home economics teachers' views about connection between their own eating and food education. Methods. The data of this qualitative study was collected by half-structured theme interviews. In total 12 home economics teachers from different parts of Finland participated in this research. Interviews were executed in November and December 2016. The data was analysed with qualitative content analysis and narrative analysis. Theoretical framework of this study consisted of food choice and food behavior models and previous studies from workplace eating. Results and conclusions. The results followed earlier studies about food choice. The results of this study showed that eating time, food cost, food environment, convenience, food taste and quality, well-being during work day and school as a working place were the factors had influence on eating of the home economics teachers. The participant teachers of this study experienced that eating was quite easy to fit to the work day rhythm and the teachers were mainly satisfied to their eating during the work day. The home economics teachers' own eating came out only for those teachers who ate daily at school restaurant or teachers who ate at home economic lessons with students. The results showed that the home economics teachers' own eating is not the most essential way to execute food education as they execute food education a lot for example by talking and showing enthusiasm. By means of this study it is possible to support teachers' eating during work day and improve the use of school restaurant by developing the factors which affect eating.
  • Valkonen, Elina (Helsingin yliopisto, 2019)
    Objectives. The work of a school teacher is constantly transforming because of the rapid changing of society and at the same time the well-being of teachers at work seems to have worsened in many respects. The changes in working life also affect the job descriptions and tasks of home economics teachers. The aim of this thesis is to find out what home economics teachers with over 15 years of working experience consider to be the most significant changes in their work and how these changes have affected their well-being. The second aim is to find out what kind of support home economics teachers have received for their well-being and what kind of factors help them to endure in their work. In this thesis well-being at work is examined especially from the perspective of change, and at the same time acounting its holistic nature. Methods. A qualitative research strategy was applied in this study. The data consisted of six (6) semi-structured interviews, which were carried out as telephone conversations. The home economics teachers taking part in the research resided in different parts of Finland and had various backgrounds in terms of their professional education. The interviews were transcribed, the data were thematised, and analyses applying qualitative content analysis. “Windows of well-being” (Gerlander & Launis, 2007) was applied in interpreting the results of the research. Results and conclusions. The results imply that, the most essential changes in the work of home economics teachers seems to be connected to students. The teachers had experienced the weakening of handcraft skills and different kinds of problems increased among students. On the other hand the results indicate an increase in co-operation between schools and homes with new technology. Additionally, changes in the physical working environment because of indoor air issues seem to challenge the well-being of home economics teachers. The things that bring joy, motivate and help teachers to manage with their work are strongly connected to students, the work community and their own personal life. Attributes related to the teachers’ personalities were also emphasized in the experienced well-being of home economics teachers. The results of this research highlight themes that can be helpful and useful in supporting the well-being of home economics teachers in their future in-service training.
  • Vähäkangas, Johanna (Helsingin yliopisto, 2018)
    The aim of this thesis was to study how home economics teachers´ perceived the usability of ICT in home economics. The focus of the thesis was the teachers' views on the pedagogical potential of ICT in home economics, and the factors influencing the fluent use of ICT in teaching. The research questions are: 1. What do the interviewed home economics teachers see as the pedagogical benefits of ICT in home economics teaching? 2. Which factors do home economics teachers see contributing to the fluency of ICT use in home economics teaching? Five home economics teachers from southern Finland were interviewed for this thesis. The data collection was carried out as semi-structured theme interviews in the spring 2018. This was a qualitative study, and the data was analysed using qualitative content analysis. The home economics teachers felt ICT has versatile pedagogical potential for supporting learning and to achieving key skills. ICT was seen as a means to facilitate differentiation and student evaluation, and to enhance pupils´ motivation and active agency. The use of ICT was also seen freeing up teachers´ time from routines to pedagogical work. ICT was considered a key element in learning information processing skills and ICT skills, but also in promoting pupils´ responsibility for his/her own learning. Factors contributing to the fluency of ICT use in home economic teaching were indentified as operational culture in schools and technical infrastructure (external factors) and teachers´ attitudes towards ICT use and competence (internal factors). In detail, adequate equipments and broadband, general attitude and support in the workplace, access to suitable ICT-based educational material, and the lack of pedagogical ICT training were significant factors. Teachers attitudes towards ICT use in learning and ability to use ICT pedagogically were also seen determining the fluency of ICT use in the classroom. The home economics teachers felt strongly that ICT was just one teaching method among many, and teaching should always be planned a desired learning outcome in mind.