Browsing by Subject "luokanopettajat"

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  • Raivonen, Petra (Helsingin yliopisto, 2018)
    Objectives. The aim of the present study is to identify factors influencing primary school teachers' perceptions of their own competence in teaching programming. Programming was included in the Finnish curriculum in 2016 and has consequently not yet been studied in depth. Thus, the factors influencing teachers' competence in this study were initially selected through discourse with teachers and from studies examining the problems in teaching ICT. In this study emotions affecting teaching (enthusiasm, fear/anxiety), previous experiences, other teachers and school administration are treated as factors potentially influencing teachers' competence. Methods. Teachers' evaluations of their attitudes and emotions towards teaching programming as well as background information were obtained using a web-based questionnaire with 7-point Likert and open-ended complementary items. A total of 253 participants completed the questionnaire. The data was analyzed using a mixed methods design which comprised i) conducting a multiple linear regression analysis and ii) qualitative examination of common themes found in open-ended questions. Conclusions. Seven significant predictors to teaching competence were found in multiple regression modelling. Regression analysis determined that the most influential variables to competence were enthusiasm, teacher's awareness of what teaching programming requires of her/him and previous experiences as trainings or trying programming with students. The open-ended questions revealed that teachers emphasized the importance of being able to try new teaching subjects and the need to be explained what is expected of them regarding new procedures as including programming in the curriculum. Importantly, teachers were largely unaware of what teaching programming required of them. Finally, the results indicate that offering possibilities to try programming at school and explaining teachers what it means to teach programming in practice increases teachers' competence.
  • Siitonen, Emma (Helsingin yliopisto, 2021)
    Goals. According to Warr's (1999) and Hakanen's (2011) models, the different states of well-being at work can be perceived through four key concepts. These include job satisfaction, burnout, stress and work engagement. Although teachers are mostly satisfied with their work, well-being at work has developed in an alarming direction in recent years and the stress experienced by teachers has increased. There has also been much public debate about the pandemics effects on well-being. Based on previous research, teachers have experienced more stress than normal during the exceptional circumstances caused by the coronavirus. The aim of this master's thesis was to find out how classroom teachers have experienced their well-being at work during the COVID-19 pandemic and to increase understanding of what factors contributed to well-being. In addition, the study sought to find out how classroom teachers well-being at work was promoted at that time. Methods. The study was conducted as semi-structured thematic interviews. The data consists of interviews with eight classroom teachers and one special classroom teacher. The data was analyzed using theory-guided and data-driven qualitative content analysis. Results and conclusions. The COVID-19 pandemic affected teachers well-being at work in many ways. Teachers found the distance learning period particularly stressful. Stressors included an increase in workload, uncertainty and the combination of work and free time. On the other hand, for some teachers the distance learning period increased work engagement and job satisfaction. Some felt that towards the autumn 2020 the situation had recovered close to the time before pandemic, while some felt that exceptional circumstances were still having a strong impact on well-being. The most important support for promoting well-being at work came from the work community, which provided empathy, shared gatherings, and assistance in planning and teaching. Teachers also felt the empathy received from their principal important. Teachers themselves tried to separate work and free time, to exercise and to stick to their basic task. Teachers expressed dissatisfaction with the activities of municipalities and political decision-makers.
  • Himanka, Kati (Sibelius-Akatemia, 2012)
    Tutkimukseni tarkoituksena on kuvata musiikin aineenopettajan ja luokanopettajan yhteisopettajuuden taustoja ja lähtökohtia yhtenäiskoulun alaluokilla toteutettavassa musiikinopetuksessa sekä selvittää musiikin aineenopettajan ja kolmen luokanopettajan ajatuksia ja kokemuksia yhteisopettajuudestaan. Tutkimukseni aihe on toistaiseksi vähän tutkittu, ja tarkoituksenani on ottaa osaa keskusteluun alakoulun musiikinopetuksen järjestämisestä ja yhtenäisen perusopetuksen suomista mahdollisuuksista musiikin oppiaineessa. Tutkimuksen tavoitteena on myös kehittää tutkimuksen kohteena olleen koulun opetusjärjestelyjä ja antaa koululle tietoa yhteisopettajuuden sujumisesta. Tutkimus toteutettiin laadullisena tapaustutkimuksena. Työni teoreettisessa viitekehyksessä tarkastelen musiikkikasvattajuuden määrittelyä sekä musiikin aineenopettajan ja luokanopettajan erilaisia rooleja tutkimuskirjallisuudessa. Vertailen eri lähteissä esiintyviä ajatuksia siitä, kuinka alakoulun musiikinopetus tulisi järjestää. Lisäksi avaan opettajayhteistyön perustaa ja periaatteita yhtenäisen perusopetuksen ja laaja-alaisen opettajuuden pohjalta. Keräsin tutkimusaineiston eräässä yhtenäiskoulussa kahdella teemahaastattelulla ja yhdellä ryhmäkeskustelulla. Haastateltavina olivat tutkimuksen kohteena olleen koulun rehtori, musiikin aineenopettaja ja kolme luokanopettajaa. Analysoin aineistoa laadullisella menetelmällä sisällönanalyysin sekä laadullisen asennetutkimuksen keinoin. Tutkimusaineiston valossa haastateltavien kokemukset yhteisopettajuudesta musiikin oppiaineessa olivat myönteisiä, ja yhteisopettajuuden toivottiin jatkuvan myös tulevaisuudessa. Haastateltavat kommentoivat yhteisopettajuuttaan ryhmäkeskustelussa suhteessa rooleihinsa ja tehtäviinsä, vuorovaikutukseensa, oppimiseen ja järjestelyn perusteltavuuteen sekä kehittämiseen. Yhteisopettajuuden kautta opettajat kokivat oppivansa toinen toisiltaan. Lisäksi yhteisopettajuuden kautta musiikkiluokassa oli saavutettu työrauha. Musiikin aineenopettajan tehtävänä oli pääosin musiikinopetus ja luokanopettajan tehtävänä luokanhallinta. Haastateltavat olivat tyytyväisiä järjestelyyn, mutta toivoivat muun muassa, että yhteisopettajuuden tavoitteita ja merkitystä kirkastettaisiin kouluyhteisössä.
  • Sohlo, Iina (Helsingin yliopisto, 2015)
    In the school world today more attention should be put to the attitudes towards difference. Individuals should learn to recognize and accept diversities in the society. The focus of the ethics is to assist pupils to become conscious of their personal worldview and be aware of the differences of their fellow pupil's views. Main goal is to be able to encounter others more tolerant and respect the different values in the world. The aim of ethics teaching is to support pupil's identity work to find a tolerant and open-minded cultural identity. First it's important to become aware of the personal cultural background before understanding other views and co-operate with people from different backgrounds. The aim of this research is to clarify the objectives and contents of ethics in the National Curriculum 2004. The focus is on the theme Self-Awareness and Cultural Identity. This qualitative research is based on interviews. The research studies the views of primary school ethics teachers about cultural identity, the goals of their teaching and the methods to support the development of the pupil's cultural identity in the framework of ethics. Eight primary school ethics teachers from different backgrounds were interviewed for this research. The interview was a three parted focused interview. The material was analysed with a content analysis. The teachers supported their pupil's identity work with various methods. The common view of the development was towards a respectful and tolerant cultural identity. The main results of the research suggest that teachers should develop their pupil's skills from five different content categories. The categories are the awareness of the self, cultural awareness, co-operation and interaction, cultural education and cultural competence. The results emphasize the development of different skills: thinking skills, self-regulation skills, interaction skills, co-operational skills, conversational skills and cultural skills.
  • Malinen, Mari (Helsingfors universitet, 2016)
    Objectives. There is only scarce research based information on sustainable development (SD) when it comes to class teachers actions and teaching. The aim of this study was to investigate how class teachers take into account education of sustainable development (ESD) and different angles of sustainable development in their actions and teaching. Another aim of this study was to investigate if there is a correlation between teachers SD based actions and SD based teaching and if there are differences in demographic factors (age, sex, location) in how teachers implement ESD. Differences between schools in how teachers implement ESD were also investigated in this study. Methods. The survey data was part of SEED research (Sustainable Food Education for Self-Efficacy Development) which is supported by the Academy of Finland. The aim of the SEED-project is to investigate and support sustainable development in Finnish basic education by charting teachers and pupils actions in terms of sustainable development. PASW 18 was utilized in the quantitative analysis of the survey questionnaires. The nationwide survey was conducted in the spring of 2010 and it was answered by 231 class teachers from 80 different schools. Results and conclusions. The results of the study indicate that class teachers in Finland adhere to sustainable development in their actions and teaching on a mediocre level. Different angles of sustainable development are not in balance in teachers actions and teaching, as social and ecological angles are highlighted whereas the economical angle is the least utilized and recognized. Teachers who adhere to sustainable development in their actions don't take the different angles of sustainable development into account in their teaching very well. The study found that teachers who worked in the cities and teachers who represented the older age group take sustainable development into account the most. Men take into account the economical angle of sustainable development more than women whereas women take more into account the ecological and social angles of sustainable development. There were significant differences between schools in how they take sustainable development into account in teachers actions and teaching.
  • Ylinen, Elli (Helsingin yliopisto, 2021)
    The purpose of this thesis was to find out the contents of the practical theories of classroom teacher students and graduate classroom teachers and the professional identities based on them. The study aims to find out the differences and similarities between the contents of first-year classroom teacher students, 3rd to 5th- year classroom teacher students and graduates, classroom teachers in working life. In addition, the aim of this study is also to find out how classroom teacher students and wor-king classroom teachers describe their professional identity based on practical theories and whether there are possible differences and similarities between the factors. This thesis is part of a research project led by Karlsson and Pitkäniemi (2011), which aims to study the practical theories of teacher students during teacher education. The material of my thesis con-sists of the practical theories of first-year and 3rd to 5th-year classroom teacher students as well as graduate classroom teachers. The practical theories of classroom teacher students come from the da-ta of the research project collected from the University of Eastern Finland in 2017 and 2019, instead, the data of the graduated classroom teachers have been collected in 2020–2021 via an E-form as a part of my thesis. This thesis is a qualitative study and has been implemented as a theory-guiding content analysis. The results of this thesis indicate that the contents of the practical theories of classroom teacher stu-dents and graduate classroom teachers are connected by the consideration of students' equality, pro-fessional development, and the formation of the teacher's professional skills in various fields. There were no major differences between practical theories between different groups. The professional identities of classroom teacher students and graduate classroom teachers were based on different teacher responsibilities related to student learning and education. Professional development became a key factor in explaining the professional identities of students and graduate classroom teachers.
  • Pietarinen, Olli (Helsingin yliopisto, 2018)
    Objectives. This study is part of a larger discussion in the Finnish society on religious education (RE). The central topics in this discussion are whether religion should be taught in Finnish state schools and how RE should be organised in schools. Earlier research has studied the views of both ordinary citizens and teachers regarding RE. The interest of this study is on the views of class teachers in this matter. As experts on education working in primary schools, class teacher could be seen as having a unique view on the subject of RE. The objectives of this study are to discover which kind of religious education models class teachers regard as best, and what sort of positive or negative aspects do they see in their model of choice. It is also of interest to find out how the views of class teachers differ from the general discussion on the subject. Methods. For this purpose, an e-survey was sent to about a thousand Finnish elementary school teachers. In the survey the teachers were asked to write an essay, in which they would present what they regarded as the best religious education model along with arguments on its behalf and also against it. 78 teachers answered the survey. This study is partial to the qualitative research tradition and the data was analysed using theory related content analysis. The survey answers were categorised based on which model of religious education it represented. Within these main categories the arguments for and against the model and variations within the model were categorised. These categories were the premises for the results. The theory presented in this study was used in the categorisation process whenever it was deemed applicable. The results of the categorisation was also reflected on the theory. Results and conclusions. Three main categories were formed from the data: current model, common subject and combined model. The last was a combination of the two first models. The arguments for the current model were related to the understanding of Finnish cultural history and to furthering the pupil's sense of self. The arguments against this model were practical in nature. The arguments for the common subject were related to the removal of confessional RE from schools, the increased dialogue between students and the low cost of the model. The arguments against were related to freedom of religion and the qualifications of the teacher. The combined model produced arguments similar to the other two models.
  • Takamäki, Salla (Helsingin yliopisto, 2021)
    Assessment of visual arts and the development for the assessment is currently very topical, as the assessment part of the National Core Curriculum for Basic Education (2014) has been renewed. In the future the final assessment will include the criteria for grades 5, 7 and 9 in addition to the current criteria for grade 8. Previous research shows that assessing with the current criteria for grade 8, does not enable equal assessment. Teachers have also been dissatisfied with the support provided by the curriculum in the final assessment. The purpose of this master’s study is to examine the views that classroom teachers have on the support provided by the curriculum in the assessment of visual arts. In addition, the aim is to find out how classroom teachers who teach art react to the idea of producing the criteria for the grades 5, 7 and 9 in elementary school as well. The study was carried out using qualitative methods. The research material was collected with an electronic questionnaire and one thematic interview. Eleven classroom teachers who teach art from three different municipalities responded to the questionnaire. The results of the survey were deepened with one in-depth interview. Content analysis was utilized in the analysis of the material. Based on the results of this study, the classroom teachers deemed that the current visual arts’ assessment criteria in curriculum worked moderately on average. Some classroom teachers found the assessment of visual arts difficult and challenging. With the exception of one respondent, all the classroom teachers who responded to the survey wanted elementary school also to have the evaluation criteria for visual arts in the future for grades 5, 7 and 9 in addition to the current criteria required for the grade 8. According to the analysis of the questionnaire and the interview, the classroom teachers believed that the assessment would be equalized, facilitated and clarified if they had these number-specific criteria in the assessment. In addition, teachers wished for clarity and concreteness regarding the curriculum.
  • Pensola, Tiina (Helsingfors universitet, 2016)
    Objectives. There is a lack of knowledge concerning the contribution of the character traits to the association of work stress and over-commitment with common mental health problems. Primary school teachers are a large, homogenous occupational group that has been related to higher work stress levels and common mental health problems, although to a lesser amount of actual mental disorders. The aim of the study is to examine the extent to which the association between work stress, over-commitment and their interaction with common mental health problems can be attributed to the character traits among primary school teachers. Methods. The data consists of 76 (87% females) primary school teachers from 34 schools randomly selected to a study taking part in the capital area of Finland in 2013-14. There were 1-6 teachers who responded from each school (participation rate 4-33%). Common mental health problems were measured by GHQ-12 (psychological distress) and cognitive anxiety from a state anxiety scale of EMAS (highest tertile vs. two lowest). Work stress and over-commitment (the upper tertile vs. the rest) were measured according to original Siegrist's Effort-Reward-Imbalance Questionnaire. Character traits Self-directness, Cooperativeness, and Self-Transcendence were measured by Cloninger's TCI-questionnaire and each character was dichotomized at median to indicate a higher and lower category of the trait. The control variables were age, working hours and job contract type. The data were analyzed by means of Poisson regression (prevalence ratios, PR, and 90% confidence intervals) and relative rates. Results. Of teachers 30% had common mental health problems. The teachers with high over-commitment in comparison with those with low over-commitment had more often psychological distress (PR=2.5, p=0.018) and cognitive anxiety (PR=2.8, p=0.004). Although work stress was not independently associated with common mental health problems, it was related to the increased psychological distress among those with high over-commitment. Controlling for self-directedness attenuated the association of over-commitment with psychological distress and cognitive anxiety by 29% and 47%, respectively. After all adjustments, an independent association of Self-Directness with cognitive anxiety remained (PR=0.3, p=0.024). The other two character traits didn't have an independent impact on common mental health problems among the primary school teachers, but with the concurrent low self-directedness, low cooperativeness and low Self-Transcendence were related to over-commitment and increased level of cognitive anxiety. Both low cooperativeness and low self-transcendence were related to psychological symptoms. Conclusions: The primary school teachers had higher prevalence of common mental health problems, if they had low self-directedness and were over-committed to their work. Enhancing self-directedness may help in decreasing common mental health problems among overcommitted teachers. In the future the associations of the trait profiles with over-commitment and mental health symptoms should be studied with the larger longitudinal data.
  • Nevalainen, Elina (2007)
    Tutkielma tarkastelee epätyypillisen työn vaikutusta opettajan professioon ja siinä tapahtuneisiin muutoksiin. Tarkoituksena on tutkia, vaikuttaako työsuhteen laatu opettajien asennoitumiseen suhteessa omaan työhönsä ja siihen liittyviin tekijöihin. Tutkimusongelmaa tarkastellaan kahden eri hypoteesin avulla ja tutkimusaluetta on rajattu kolmeen opetustyön osa-alueeseen eli varsinaiseen opetustyöhön, työyhteisöihin ja opetustyöhön vaikuttaviin hallinnollisiin toimijoihin. Tutkielmassa käytetyt aineistot ovat kvantitatiivisia aineistoja, joita analysoidaan tilastollisilla monimuuttujamenetelmillä. Aineistojen analyysilla on pyritty löytämään eroja opettajista työsuhteen laadun perusteella. Aineistoina tutkielmassa on KuntaSuomi 2004- tutkimushankkeen vuonna 2003 toteutettu kuntatyöyhteisökyselyn aineisto ja vuonna 2006 itse kerätty pieni aineisto, jossa vastaajina on helsinkiläisiä luokanopettajia. Tutkielman teoreettinen viitekehys on jaettu kahteen osaan, joista ensimmäisessä tarkastellaan profession käsitteen määritelmää, professiotutkimuksen suuntauksia yleisesti sekä tarkastellaan valtion ja professioiksi määriteltyjen ammattiryhmien välistä suhdetta. Toisessa osassa tarkastellaan tarkemmin opetustyön professionaalistumista, julkisen sektorin hallinnollisia muutoksia, erityisesti new public management -ajattelua, ja niiden vaikutusta julkisella sektorilla työskenteleviin professioihin sekä epätyypillistä työtä julkisella sektorilla. Samalla tarkastellaan aikaisempaa opettajan professioon liittyvää tutkimusta, kuten opettajien professionalismia tutkivaa York-Jyväskylä- tutkimusprojektia ja koulutuspolitiikkaa tutkivaa EGSIE -tutkimushanketta. Näihin tutkimuksiin perustuvien lähteiden pohjalta voidaan tarkastella opettajien professiossa tapahtunutta muutosta ja tarkastella myös opettajien omia näkemyksiä. Tutkimusongelmaa tarkastellaan kahdella hypoteesilla, joista ensimmäinen eli epätyypillisen työn vahva hypoteesi olettaa, että työsuhteen laatu on keskeinen muuttuja tarkasteltaessa opettajien asennoitumista opetustyön eri osa-alueisiin. Toinen, epätyypillisen työn heikko hypoteesi olettaa, että työsuhteen laadulla on vähän vaikutusta tai ei ollenkaan vaikutusta. Aineiston empiirisessä analyysissa käy ilmi, että ikä on keskeinen selittävä taustamuuttuja, kun tarkastellaan määräaikaisen työsuhteen todennäköisyyttä vastaajilla. Varsinaisia eroja tarkasteltaessa voidaan havaita, että vakinaisessa virassa työskentelevien opettajien ja määräaikaisten opettajien välillä löytyy tilastollisesti merkitseviä eroja, kun tarkastellaan työhön liitettyjä määreitä, työtahtia ja työmäärää. Tosin näitä eroja voidaan myös selittää ikäryhmien välisillä eroilla. Työyhteisöä tarkasteltaessa merkitseviä eroja ei löydy. Opetustyöhön vaikuttavien hallinnollisten tekijöiden osa-aluetta tarkasteltaessa voidaan havaita osittaisia eroja sekä työsuhteen että iän perusteella. Näin ollen heikko epätyypillisen työn hypoteesi jää voimaan. Tutkielman lopussa pohditaan mahdollisia näkökulmia julkisella sektorilla toimivien professioiden tutkimiseen ja yleisesti professiotutkimuksen tulevaisuutta.
  • Koski, Anna (Helsingfors universitet, 2014)
    Academic, research-based education has long been the main organizing principle of Finnish teacher education. The research-based approach is used to refer to the academic nature of teacher education but also to the objectives and contents of teacher education. Research skills are considered to be an essential part of teachers' proficiency. The aim is to educate teachers who will continuously develop their own as well as school practice through inquiry. The purpose of this study is to find out what kind of skills teachers gain from research-based teacher education. The focus is on the teachers' personal experiences. The aim is also to find out how teachers reflect their experiences in every day work in relation to the goals of teacher education. The research data was gathered by interviewing five class teachers. The teachers had graduated from the teacher education program in the university of Helsinki during 2007–2012. They had worked as class teachers for 2–7 years. The data consisted of individual semi-structured interviews. The analysis was based on the categories that were found from the data. Overall, the teachers of this study were content with their education and thought that it had provided them with a good basis for teacher's practical work. The studies in education were thought to be a necessary basis for teaching. Together with the studies in research, teachers thought that the educational courses had developed their professional thinking and ability to reflect their own and school practice critically. Teachers recognized the goals of the research-based approach and described their attitude towards their work as research-orientated. They were continuously trying to improve their professional skills and pedagogical thinking. Also collegiality, which is often thought to be a characteristic of the new kind of professional teaching culture, was thought to be an important part of their work as a teacher. However, the results indicate that the theoretical approach in their education was somewhat irrelevant to the teachers' practical work. The teachers would have hoped more practice-oriented studies in their education. In general, the theoretical approach was appreciated but the theory in teacher education should be more connected to teachers' practical work. According to teachers' experiences, emphasizing the importance of academic skills and research in teacher education weakens the connection between the teacher education and the teaching profession.
  • Honkanen, Satu (Helsingfors universitet, 2017)
    Studies have shown that cooperation between families and teachers should be a respectful dialogue, focusing on the healthy, growing child. Sometimes, however, various matters impede the success of cooperation, or even interrupt it completely. The purpose of this study was to explore how cooperation with families change after a child welfare notification is filed considering the point of view of kindergarten and class teachers. There were two research questions: (1) How does cooperation with families change after a child welfare notification is filed? - by the point of view of kindergarten teachers (2) How does cooperation with families change after a child welfare notification is filed? by the point of view of class teachers. This research was conducted as qualitative research. Semi-structured interview forms were used to collect data and interviews were answered by three kindergarten teachers and three classroom teachers (n = 6). The data were collected in winter 2017 and content analysis method was used for the analysis of the data. The study results showed that after a child welfare notice was filed there were no important differences in the opinions of both kindergarten and the class teachers regarding changes in cooperation with families. It was evident that the kindergarten and class teachers both considered that cooperation decreased or communication even momentarily stopped completely after the child welfare notification had been filed. However, as time passed of the submission of the child protection notification, cooperation improved and became like the past or even improved compared to the past.
  • Melin, Marianna (Helsingfors universitet, 2016)
    Objectives. Teacher attrition and the possible lack of qualified teachers has been a topic of public discussion for many years and has also raised concern in Finland. This has raised a need to examine teacher stress and the reasons behind teacher attrition. The aim of this study was to investigate how work stress, estimated by Siegrist's (1996) Effort – Reward Imbalance model (ERI model), affects class teachers' intention to leave teaching career. The main hypothesis was that high effort combined with low rewards predicts intention to leave teaching career. In addition it was investigated how different levels of effort, reward and overcommitment effect on intention to leave the profession. Methods. The data for this study were collected with a questionnaire in 2013-2014. The subjects were 1-6 grade teachers from randomly picked schools in Helsinki metropolitan area. Altogether 74 teachers from 34 schools participated to this study. The age of the participants was 43,5 years on average (range 25-63 years). Work stress was measured with ERI-questionnaire. Results. The effort-reward imbalance predicted teachers' intention to leave the profession. Also lower rewards predicted teacher's intention to leave the profession. Closer examination of the data showed that the lack of 'esteem' was the only variable that caused the connection between low rewards and intention to leave teaching. High effort or overcommitment didn't predict teachers' intention to leave the profession. Conclusions. This study shows that ERI model can predict Finnish school teachers' intention to leave teaching. Moreover this study demonstrates the importance of 'esteem' at the work environment when predicting teachers' well-being and intention to leave the profession.
  • Marjokorpi, Jenni (Helsingfors universitet, 2014)
    According to the recent draft of the renewed Finnish national core curriculum, the basic concepts of grammar are to be learned already in the primary school when they are taught by a classroom teacher. As the basis of metalinguistic awareness, the grammatical concepts are complex and abstract, and a body of research evidence has raised public worry about the teachers' insufficient pedagogical content knowledge in this area; some authorities have even suggested replacing the classroom teachers, who receive very little grammar instruction during their training, with subject teachers of Finnish as the mother tongue in the fifth and sixth grades of basic education. This study aims at understanding student teachers' grammatical thinking from the point of view of the sentence elements subject and object, both usually taught during the fifth grade. I research the students' capability of identifying and defining the sentence elements and the minitheories they used in this cognitive process. I also study the relation between each minitheory and success in the grammar test. The study is part of a project that evaluates the student teachers' grammatical content knowledge, for which the data was collected in 2011. The students (N = 128) took a grammar test in which they identified the sentence elements, explained the strategies they used in the task, and also marked a fifth-grader's grammar test. I studied the minitheories using content analysis of the open-ended questions and examined their effectiveness with quantitative methods. I also considered the students' earlier performance in the national matriculation exam in relation to the level of grammatical content knowledge pictured by the test. The students were familiar with the concepts of subject and object as well as their semantic definitions but only 9.4 % of the participants managed to identify all the five subjects, and 21 % of them all the four objects. The separate and content-based analysis of the minitheories of subject and object showed that the students searched for both of them by using the same minitheories that I call semantic, syntactic, interrogative, and morphological. The morphological minitheory appeared effective in both cases, the syntactic minitheory in the subject tasks, and a combination of many minitheories in the object tasks. Therefore, the teacher education needs to put emphasis on the students' content knowledge in order to ensure that they have the profound grammatical understanding required by the curriculum.
  • Toivonen, Emmi (Helsingin yliopisto, 2021)
    The purpose of this thesis was to find out how social and emotional learning occurs in the practical theories of classroom teacher students and graduated classroom teachers. The aim was to examine what kind of factors, related to the social and emotional learning, occur in the practical theories of the first class students, the 3th to 5th class students and graduated classroom teachers. In addition, the aim was to examine whether there are any similarities or differences in between the factors that are related to social and emotional learning amongst the participants of this thesis. Furthermore, the aim of this thesis was to understand what are the sources of the practical theories that are related to the social and emo-tional learning. This thesis is a part of a research project led by Karlsson and Pitkäniemi (2011). The aim of this re-search project is to analyse the practical theories of the teacher students. The material of this thesis consists of practical theories of the 1st and 3th to 5th class classroom teacher students and graduated classroom teachers. Students’ practical theories are based on the material collected for a research pro-ject done by the University of Eastern Finland in 2017 and 2019, whereas the practical theories of graduated teachers have been collected via an E-form in 2020 - 2021 as a part of my thesis. My thesis is a qualitative and phenomenographic study. The research analysis has been presented in tables. The results of this thesis indicate that there are factors that are related in the social and emotional learning in the practical theories of the classroom students and graduated classroom teachers. The main factors in the practical theories, related to emotional learning, were the teachers’ social and emotional competence, emotion regulation, social abilities and self-knowledge. There weren’t distinct differences with regards to the social and emotional learning in between the practical theories of students and the graduated teachers. The respondents’ own experience was the main source in all materials related to the social and emotional learning in practical theories. Teacher education as the source for the practical theories was emphasized more often in the practical theories of the first class students than amongst the other respondents.
  • Toimi, Lasse (Helsingin yliopisto, 2020)
    Tutkimuksessa pyritään selvittämään, minkälaisia käsityksiä luokanopettajaopiskelijoilla on katsomusaineiden opetuksesta ja uskonnon harjoittamisesta koulussa. Sen tarkoituksena on kartoittaa minkälaisia argumentteja opiskelijat käyttävät keskustellessaan uskonnosta koulussa. Lisäksi siinä tutkitaan millaisia käsityksiä tulevilla luokanopettajilla on uskonnon oppiaineen suhteesta uskonnon harjoittamiseen sekä koulussa toteutuviin katsomusainejärjestelyihin. Malli, jolla katsomusopetus on tällä hetkellä toteutettu koulussa, on monella tapaa ongelmallinen. Tästä syystä on tärkeää kartoittaa tulevien luokanopettajien tapaa käsittää sekä tämän hetkistä tilannetta että sitä, miten he itse haluaisivat nähdä tilanteen tulevaisuudessa. Tutkimus toteutettiin teemahaastatteluna, jossa haastateltiin luokanopettajaopiskelijoita kolmessa ryhmässä. Haastattelut analysoitiin käyttämällä luokittelurunkoa, joka muotoutui sekä aiemman tutkimuksen että tätä tutkimusta varten hankitun aineiston pohjalta. Lisäksi tutkimuksessa tarkastellaan miten opiskelijat puhuvat uskonnon harjoittamisesta koulussa. Analyysin taustana käytetään lakitekstien lisäksi myös oikeuskanteluiden päätöksiä. Tämän tutkimuksen keskeisimpinä tuloksina voi pitää sitä, että opettajaopiskelijoiden katsomusopetusta ja uskonnon harjoittamista koskevissa käsityksissä näkyy paljon kasvavaan monikulttuurisuuteen ja globaaliin vuorovaikutukseen liittyviä perusteluja. Haastateltaville opiskelijoille oli monin tavoin epäselvää, missä kulkee raja uskonnon harjoittamisen ja uskonnon opettamisen välillä. Tulevat luokanopettajat olivat lisäksi lähes yksimielisiä siitä, että tulevaisuudessa katsomusaineita tulisi kouluissa opiskella joko pelkästään tai osittain yhteisessä ryhmässä. Tutkimus tarjoaa katsauksen siihen, millaisena tulevat luokanopettajat näkevät katsomusopetuksen ja siihen liittyvät järjestelyt. Tutkimus onnistuu laadullisen menetelmän keinoin kartoittamaan luokanopettajaopiskelijoiden käsityksiä uskonnosta koulussa.
  • Cantell, Hannele (PS-kustannus, 2011)
    Opetus 2000
    "On tämä kyllä yhtä tasapainoilua. Varsinkin, kun luokalla on 25 oppilasta, joilla jokaisella on erilaiset tarpeet. Ja vaikka oppilas olisi tyytyväinen, äiti tai isä ei välttämättä ole..." Vanhempien epäluottamus opettajan tekemiseen vaikuttaa herkästi myös oppilaan ja opettajan väleihin. Lapsen oppimisen kannalta kodin ja koulun väliseen yhteistyöhön ei voi satsata liikaa. Opettaja on erilaisten tilanteiden ja ihmisten kohtaamisen ammattilainen. Oppilaiden lisäksi vuorovaikutus on aktiivista muiden opettajien ja koulun henkilökunnan kanssa. Tärkeitä ovat myös ne kohtaamisen taidot, joita opettaja tarvitsee oppilaidensa vanhempien kanssa, sillä opettajan työ on paljon muutakin kuin opettamista. Tässä kirjassa opettajat kertovat yhteistyökokemuksistaan opettajakollegoiden sekä lasten ja nuorten vanhempien kanssa. Teos tarjoaa luettavaksi vertaiskertomuksia opettajan työn arkisista kohtaamisen tilanteista, joita tapahtuu aikuisten kesken.