Browsing by Subject "opettajan toimijuus"

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  • Pasanen, Suvi (Helsingin yliopisto, 2018)
    The aim of this study was to find how teachers and student teachers perceive diversity in school, as well as how children relate to diversity according to the beliefs of their teachers. Diversity and multiculturality have been studied in Finland from the diversity education perspective, however, little has been explored about how children perceive these individual differences. Previous studies have indicated that teacher's personal knowledge, values and attitudes are essential when it comes to acknowledging diversity in schools. For this reason, it is important to examine how present and future teachers understand diversity. Participants of this research were three class teachers and three student teachers from the university of Helsinki, the data for this study was gathered with theme interviews. Data was analysed with qualitative content analysis, as well as dialogical analysis of multivoicedness. The results of this study indicated, that children actively acknowledge differences in individuals. Contradictions between children appeared mainly because intrinsic qualities of people were not understood and accepted. Especially gender appeared as clear categorizations for the children. Furthermore, how children reacted about diversity was influenced by multiple factors. The ability to understand the theme of diversity varied between teachers and student teachers. All in all diversity was seen as value- and attitude-centered, as well as constantly changing phenomenon. Also, teachers were seen as active agents in considering diversity in their work. Interacting with diverse people, as well as experiences about positioning to be the other were perceived to support the competences of teachers. Finally, due to the dialogical analysis, participants were perceived to be talking from the positions of experts, ethical agents and members of school communities. On the other hand teachers referred to the knowledge of other experts in education, to the ideology of homogenous Finns, as well as to the polarized conversation of the society.
  • Harmaala, Kaisla (Helsingin yliopisto, 2021)
    The aim of this study is to understand Home Economics teachers’ beliefs and how they affect teacher agency in education for sustainability. Education has a key role in building a sustainable future and Home Economics has been seen to correspond well with the multidisciplinary nature of sustainability. However, sustainability is a complex issue which students should be taught by encouraging reflection and critical thinking. Home Economics is connected to everyday life and transdisciplinary in nature, therefore it is argued that the themes of sustainability coincide with the subject matter of Home Economics. Previous studies have shown that Home Economics teachers have adopted sustainable practices into their personal lives and are motivated to educate students on sustainability, however the implementation of sustainability into their practice was partially hindered by lack of resources, incentives, and outsiders’ image of the discipline. The data, consisting of the semi-structured interviews of thirteen Finnish Home Economics teachers, was initially coded based on the model of agency achievement. Furthermore, the analysis was carried out using thematic analysis. Four main themes were discovered, involving teacher beliefs about the discipline of Home Economics, beliefs about teaching, beliefs about students and beliefs about sustainability. Results indicated that HE teachers were committed to the principles of sustainability and believed that their work as teachers had impact and meaning in creating a better future by promoting a sustainable lifestyle. However, beliefs, such as students being indifferent about sustainability and the lack of appreciation for Home Economics seemed to inhibit teacher agency. Sustainability was also believed to be a controversial topic, which meant teachers would change the way they spoke about certain subjects with students. Teachers also spoke about how long-standing beliefs and myths about Home Economics still interfere with their work. Additionally, the spaces in which HE was taught seemed to steer the contents of lessons and reinforce beliefs that cooking was the main focus of HE.