Browsing by Subject "opettajaopiskelija"

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  • Valtonen, Emilia (Helsingfors universitet, 2015)
    Self-regulated learning (SRL) is a goal-oriented process in which the learner monitors and regulates his or her own learning. Meta-skills of learning such as SRL are important both in formal education and in professional development taking place in working environments. For the teaching profession, it is crucial that teacher education supports its students' abilities to critically reflect on and research and develop their own work. In short, teachers need competences for continuous professional learning. This master's thesis analyzes the connection between student teachers' SRL and competences in continuous professional learning. SRL was defined as forethought of learning, learning strategies, and learning skills. Competences in continuous professional learning were constructed on an understanding of the teacher as a professional capable of researching and developing his or her work. Because there are structural and content differences between class and subject teacher education, this thesis also analyzes whether there are differences in continuous professional learning competences between the two programmes. The data were collected using a web-based survey as part of a research project on teacher education. SRL was measured using a self-report instrument for higher education students, including questions about regulatory strategies of learning and motivational factors. The instrument for continuous professional learning focused on teaching professions' reflective features and professional development. Both constructs were measured using a five-point likert-scale. The respondents were student teachers from University of Helsinki and University of Oulu studying to be either class or subject teachers (N = 417). Data analysis was conducted using correlations, t-tests, and linear regression analyses. In addition, confirmatory and exploratory factor analyses were conducted in the preliminary analysis. Students' competences in continuous professional learning correlated with the different constructs of self-regulated learning, although none of the correlations could be described as strong. Regression analysis indicated that in the forethought of learning dimension, utility value of studies and self-concept as a learner best explained competences in continuous professional learning. In the dimension of learning strategies, self-management was the only statistically significant explanatory variable. In the learning skills dimension, application of theories and rehearsal best explained continuous professional learning. There was a significant difference between class and subject student teachers in continuous professional learning, although the effect size was moderate. The division between class and subject teachers was also a significant explanatory variable in all regression models. Depending on the model, 6.9 to 11.5 percent of variance in continuous professional learning could be explained. The results indicate that self-regulated learning is connected to continuous professional learning competences, but the explanatory power of SRL is not very strong. In the future, it will be important to investigate whether these results are due to an actual relationship between the two phenomena or a matter of data and measurement. Class and subject teacher education seems to some extent to produce differences in continuous professional learning competences. This could indicate that there is a need to develop subject teacher studies in order to make sure that all teachers, regardless of their training, have the necessary competences to develop professionally.
  • Suua, Marja (Helsingin yliopisto, 2021)
    Previous research shows that more and more teachers are considering a career change. Indicators measuring working conditions provide information on the fatigue experienced by teachers. The number of applicants for classroom teacher’s education programme has decreased from time to time, and graduates of teacher education may not be employed as teachers. The purpose of this master’s study was to better understand why a candidate for classroom teacher education ends up choosing not to do the work of a classroom teacher. The study examines why teacher students who give up classroom teaching have initially applied for classroom teacher’s education programme. In addition, the focus is on how different applicant profiles explain the abandonment of teaching. The research is guided by Watt and Richardson's (2007) FIT-Choice model of applying for a teacher and the model of giving up teaching based on the research results of Räsänen and partners (2020). The study was carried out using qualitative methods. The research material was collected by interviewing nine teacher students who are giving up classroom teaching at the University of Helsinki. Theory-guided content analysis was utilized in the analysis of the material. The analysis process began with a background study on the application of subject persons for classroom teacher training. The background study served as a support for the theory-guiding content analysis in the interpretation of the actual research problems. Disappointments with changes in the school system, challenges in interaction, heavy workload and lack of commitment contributed to the abandonment of classroom teaching, as discovered in previous research. In this study, the abandonment of teaching was further explained by the overturned ideals and negative experiences. For each teacher student, there were a number of interrelated reasons for giving up classroom teaching. The result of the research was a circle of abandoning classroom teaching. Applicant profiles did not differ significantly in terms of the factors behind the abandonment of classroom teaching. The heavy workload of the work explained the abandonment of classroom teaching most strongly for each applicant profile. However, several interrelated reasons were found between applying for a school teacher and giving it up. The research results can be utilized in the development work of the classroom teacher's profession and teacher education in order to keep future teachers motivated for their work. The research results support claims that teachers’ working conditions should be improved and the respect towards their work increased.
  • Pehkonen, Riikka-Lotta (Helsingfors universitet, 2015)
    Aim of the Study: The aim of this study is to examine the conceptions of learning and knowledge of subject teacher students at the beginning of their pedagogical studies, and to find out what kind of groups the students may be divided into at the basis of their conceptions of learning and knowledge. The aim is to also find out how age of the student, level of prior education, their major subject, their approach to learning (deep/surface learning) and their mindset (growth or fixed mindset) relate to their conceptions of learning and knowledge and to the groups based on their conceptions of learning and knowledge. Methods The Subject Teacher Students (N=166) have completed a questionnaire on an e-form at the start of their course of the psychology of learning and development, at the beginning of their subject teacher studies. The quantitative material has been analysed by creating a sum variable of each of the areas of conceptions of learning and knowledge; Collaborative knowledge building, Reflective learning, Valuing metacognition, Certainty of knowledge and Practical value. On the basis of the sum variables was created clusters by k-means cluster analysis. These sum variable and the clusters that based on the sum variables were analysed in relation to the background data and the sum variables of their approaches to learning and their mindset trough variance analysis and cross tables. The students' views about learning were also examined trough material-based content analysis. The Conclusion The subject teacher student value collaborative knowledge building, reflective learning, metacognition and deep approach to learning and show a growth mindset already at the beginning of their pedagogical studies. In the cluster analysis the students formed three groups. The Theoretics (30.5 %), valued Certainty of knowledge and Practical value the least, and expressed least surface approach and fixed mindset out of the groups. The Communal Professionals (34.3 %) scored the highest scores of the groups in all the areas of conceptions of learning and knowledge. The Factoriented students (36.1 %) expressed least apprehension of reflective learning and metacognition out of the groups, and personified quite high valuation of practical knowledge and certainty of knowledge.
  • Nyman, Jasmin (Helsingin yliopisto, 2022)
    Self-efficacy is an important performance factor. Self-efficacy is more than knowing what to do and being motivated to do it, it reflects ones' beliefs about ones' capabilities in different situations. Teacher self-efficacy has been a popular subject of research, and it is having been shown that novice teachers typically suffer from lower and weaker self-efficacy compared with more experienced teachers. It would be important that during teacher education teacher students could have possibilities to develop their self-efficacy and gain experiences that emphasize it. A forthcoming study has been found that future teachers do not express high levels of self-efficacy in entrepreneurship and working life skills as a cross-curricular competence even though entrepreneurship education has been a part of Finnish schools since the 90s. Many teachers have a narrow and insufficient understanding of the phenomenon. The present study aims to understand what affects self-efficacy in entrepreneurship education, and what kind of impact does teacher education has on it. This study has been conducted with a qualitative approach and the research materials have been acquired by interviewing 16 class teacher students. Analysis has been done using the thematic analysis method. Future teachers seem to comprehend entrepreneurship education consisting mainly of skills and knowledge and their attitudes towards it seems to be mostly positive or critical. Self-efficacy has been described mainly in a relatively positive way or as relatively weak. Former mastery experiences as a teacher had the greatest impact on self-efficacy with entrepreneurship education. Personal interest seems also to be a meaningful factor, teacher students who expressed interest in entrepreneurship education also seemed to comprehend the phenomenon more positively and they also expressed higher levels of self-efficacy compared to others. Teacher education doesn't seem to be important in future teachers’ expertise and self-efficacy with entrepreneurship education. Skills learned are described as insufficient and narrow, focusing mostly on a few ways of teaching and a few skills to be strengthened within pupils. Future teachers would like to have more experimental learning and possibilities to develop one’s skills and knowledge during teacher education.