Browsing by Subject "noviisiopettaja"

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  • Kärnä, Aino (Helsingfors universitet, 2016)
    The aim of this study is to find out, describe and interpret the novice classroom teachers' perceptions of the challenges they encounter in their job in the elementary school and how they cope with them. The main research question is: what kind of professional challenges and coping methods novice classroom teachers have at the beginning of their career. To help answer this question there were two subquestions: which factors are challenging at the beginning of the career according to novice teachers and which factors help coping with the challenges and, therefore, help the novice teachers at their job. The gap between the university studies and the actual work, the induction phase of a novice teacher and the challenging nature of the profession from a novice teacher's perspective have all been previously studied and the studies have proven that the induction is hard and strenuous on the novice. The previous studies as well as my own experience as a novice teacher formed the theoretical context and basis for this study. The material for this study was gathered from seven novice classroom teachers who worked in the Helsinki region and who had experience in teaching no less than one and no more than three years. I interviewed each novice teacher individually. I analyzed the interviews with the help of content analysis based on previous theories. I looked for themes in the interviews: what kinds of challenges and coping methods were mentioned. The interviews provided information on which factors are considered challenging and which support the novices' work and how. Novice teachers mentioned multiple challenges at the beginning of their career. Some of the challenges overlapped with each other and they concerned the number of different tasks and roles a teacher has, the pupils, the work community and the difficulties in collaboration, the everyday aspects of being a teacher, the school practices, teaching, the community outside the school, and the collaboration with parents. The coping methods and factors supporting the work concerned a well-functioning work community, peer support, pupils and their parents, the balance between work and free time, the novice's own attitude, and feeling that the work is meaningful. A few factors, for example the work community and the pupils, were in some cases a challenge and in other cases something that supported the novices in their work. The results of my study could be utilized in the induction phase, making it easier, and at the final stage of the university studies, when the teacher students are being prepared to start their teaching careers.
  • Lallukka, Pinja (Helsingin yliopisto, 2019)
    Aims. According to recent studies workplace bullying has become more and more common even in teacher communities. Workplace bullying can have significant consequences on a personal and society level. In some cases, workplace bullying causes long sick leaves and as well as workplace and career changes. One of the factors that can be an exposure to workplace bullying is age and position of a new employee. This has also been the case among teachers. Previous studies have shown that novice teachers have experienced some inappropriate behavior from their colleagues or principal. The aim of this study was to examine what kind of conceptions and experiences novice teachers have of workplace bullying and of their positions in teacher communities. The purpose of this study is to describe the representations of novice teacher’s reality. Methods. The research data was gathered by interviewing seven young teachers whom have worked as a teacher for a minimum of year and a maximum of three years after their graduation. This study was qualitative study. In the analysis of this study, a method of qualitative study of attitudes was applied. Results and conclusions. Novice teachers’ conceptions regarding the phenomenon of workplace bullying was in line with previous research and literature. Most of the novice teachers had encountered at least some inappropriate behavior in their workplaces. The forms of inappropriate behavior that novice teachers had experienced was for example sexual harassment, underestimation of skills and nasty commenting, criticism and slandering. Most of the negative experiences of novice teachers was explained by the factor of their contract of definite duration and as well as by some badly behaved colleagues. Although inappropriate and unequal treatment of novice teachers was considered a relatively common practice, all novice teachers who participated in this study also had positive experiences related to their work and colleagues.
  • Inkinen, Eeva (Helsingin yliopisto, 2016)
    Aims. The aim of this research was to study the reasons why novice teachers decide to leave the teaching profession only a few years after graduation. Previous studies have shown the difficulties of teacher induction and the importance of support during the induction phase. Teachers' career changing has become a common issue, and has raised a conversation about the sufficiency of qualified teachers in the future. This demonstrates the importance of support during the induction phase. The purpose of this research is to increase to knowledge about the forbidding factors present in teachers' work and thus give tools to successful commitment of novice teachers. Methods. This study is a qualitative case study and phenomenological in approach. The data were collected by a semi-structured theme interview on a quitting novice teacher. The teacher's thoughts about her decision and the reasons to quit teaching were discussed during the interview. The person had worked as a teacher for a year and a half when the interview was conducted. Gathered data was analysed by using a theory-driven thematic analysis. Results and conclusions. The reasons for the teacher's quitting were influenced by the workplace, working time, amount of work and the lack of support. Due to these factors the novice teacher's image and the reality about teaching were not corresponding and giving her satisfaction from the work. The joy of teaching and the pupils were seen as a reason to not quit teaching. The teacher also had personal development targets and was too conscientious to quit teaching immediately. The call to teach and interest in education and school resisted the quitting decision. The novice teachers' decision to quit seems to have arisen from various crucial factors, both internal and external. In all, this research gave some empirical and intimate knowledge about the phenomena that have been studied very little before in Finland. The study also demonstrated current issues and important themes for further studies and development.
  • Tuominen, Riku (Helsingin yliopisto, 2019)
    Collaboration is an important theme in today’s teacher education and the daily work of teachers in schools. Teaching has strong individualistic traditions and the work of teachers is as yet partially characterized by individuality and the individual’s responsibilities, which constitutes challenges for collaborative work. Collaboration is often limited to planning lessons together or giving tips, and the possibility for deeper reflection and the true benefits of working together are often left out. Teachers’ own attitudes toward collaboration are seen as a key factor in reinforcing collaboration. Modern perceptions of collaboration emphasize the role of the novices’ input alongside the contribution of the more experienced members of a profession. Therefore, the aim of this study is to investigate the meanings novice teachers attach to teacher collaboration and what it looks like from the perspective of developing collaboration. The research material consisted of semi-structured interviews with seven novice teachers and the data was qualitatively analysed using discursive methods. In this study graduate teachers who had work experience of less than five years were defined as novice. All the selected teachers worked in different schools in the Helsinki metropolitan area and in Western Finland. Six repertoires were found in this study: practical, student-centered, individual-critical, caring, formal and individualistic. Teachers interpreted collaboration from a practical point of view and they focused on working for the benefits of students. Some of the teachers wanted to relinquish the individualistic traditions associated with teaching and others reinforced and repeated them. Other teachers were perceived as supporting, and the novices considered collaboration as a well-structured activity. Collaboration appeared to occupy a firm role in teachers’ working environments. Through the student-centered and caring repertoires, collaboration was also given a deeper meaning in addition to practicality. Altogether these findings can be seen as positive for developing teacher collaboration further. On the other hand, perceptions of the form and depth of collaboration left room for further investigation of the topic in order to avoid regarding collaboration in an unduly limited way. The talk about collaboration took on critical tones as well - particularly through an individualistic repertoire, which moved the reality of being a teacher far from the ideals of collaboration.
  • Palojärvi, Donna (Helsingin yliopisto, 2018)
    Objectives. The purpose of this study is to describe, analyze and interpret the way novice class teachers see school bullying. The secondary purpose is to describe how peer harassment affects the novice teachers’ job. In 2010-centery studies, school bullying has been seen as a form of negative social behavior between pupils (Repo, 2015; Herkama, 2012). Teachers have to focus more and more on teaching social skills to pupils rather than the actual teaching. This has been associated with younger teachers’ increased stress levels at work and even plans on switching ca-reers (Aho, 2011). This study examines the education side of teacher job at the context of school bullying. Methods. This study is a qualitative research from the point of view of phenomenography. The material has been produced in a group chat between three novice teachers and the interviewer. All teachers have graduated during the last year and worked their first year as teachers. Besides of novice teachers I will also call them young teachers at this study, since all of them were under thirty years old. Results and conclusion. The peer harassment has changed because of new technology and smart phones. The term ‘school bullying’ has become an inadequate way in describing the reality of the bullying experiences that pupils have to deal with. From novice teachers’ perspective, it seemed that low social skills of pupils were the main reason why there are so much conflicts be-tween pupils in everyday life. The actual school bullying was rare, but the preventative jobs, such as conflict solving, took lots of time from teaching and learning in the class. Decision mak-ing, insecurity regarding the effectivity of one’s own practices as well as co-operation with the parents were experienced as a burden with negative effects on teaching. In conclusion, bullying and the bullying-preventive work increases the overall workload of teachers and takes up time and resources from the actual teaching.