Browsing by Subject "opettajuus"

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  • Värtö, Saara (Helsingfors universitet, 2015)
    Aims. The aim of my research was to study those teachers who have not undergone any teacher education and their thinking about teacher's work. This phenomenon was chosen as the research subject because it has been studied very little compared to the research on regular teachers in Finnish schools. My research task was to study the thoughts on and experiences of working as a teacher and formal qualifications of teachers without teacher education. Moreover, the aim was to outline the teaching career of these teachers as well as their thoughts on and experiences of teacher education and professional development. Methods. The research was conducted through literature and through the narratives of six people who either are working or have been working as teachers without any teacher education. Three of these people worked as teachers without any teacher education at the time of the research whereas the other three had applied and been accepted into teacher education after having already worked as teachers. One of the latter had also already graduated with a certificate of education. This was a qualitative study and the data was gathered by doing theme interviews and analysed by using inductive qualitative analysis. Results and conclusions. Many similarities were found in the narratives of the interviewees and a more detailed examination of the themes revealed some outliers. The ways the interviewees had ended up working as teachers were very similar but their plans for the future differed. The thoughts on and experiences of working as a teacher were quite similar whereas formal qualifications elicited contradictory thoughts among the interviewees. Teacher education also divided their opinions. The interviewees who had undergone teacher education evaluated the effectiveness of the education in a similar manner. Nearly all the interviewees also criticised teacher education widely. The interviewees felt they had progressed in different areas during their career, even though most of them had not actively sought personal or professional development. Overall, the research elucidated a phenomenon that had been studied very little beforehand. It also revealed some important themes in education policy, which merit further study.
  • Viinikainen, Pauliina (Helsingfors universitet, 2016)
    The purpose of this thesis is to study, how sixth graders in a normal school describe their student teachers. The aim is also to find out if the representations made by the pupils are similar to the representations of teacher's profession and a good teacher that are prevalent in our society. The research approach of this study was qualitative. The qualitative survey data with open questions was collected in the winter 2013 from 6 graders who studied in a normal school. 73 pupils participated in the study. The survey data were analysed applying principles of qualitative content analysis. Five categories emerged from the data describing good student teachers. These categories were: personality, pedagogical relationship, didactical relationship, industrial peace and other qualities. The pupils' representation of the personality of a good student teacher consisted of friendliness, kindness and humorous. A good student teacher had a good style as well as a personal handwriting or a way of speaking. Representation of the pedagogical relationship of a good student teacher included treating the pupils according to their age, treating them equally, respect them and help them when needed. A good student teacher didn't yell or rage and didn't complain unnecessarily. The didactical relationship representation consisted of creating a relaxed and fun atmosphere as well as keeping the classes interesting. During class a good student teacher knew how to take it easy and explained everything clearly. With his/hers own action a good student teacher could make dull topics interesting. He/she used diverse methods like using drama or group assignments. Industrial peace was seen as a quiet class where a little noise was allowed. Keeping the peace in classroom was an important skill to have as a student teacher. It was not done by yelling but having a relaxed and positive way of doing this. The pupils' representation of the other qualities that a good student teacher had were being young, giving candy and not smelling. In regard of the earlier studies there seems to be similarities with the representations of the pupils of a good student teacher and the representations of teacher's profession and a good teacher that are prevalent in our society.
  • Hynynen, Milla (Helsingfors universitet, 2016)
    Aims. This particular case study focuses on teachers who write lifestyle blogs. The aim is to discover, analyse and interpret how lifestyle-blogging teachers see their teachership in relation to their private life and how they experience the potential influence of lifestyle-blogging on their teachership. The aim is also to examine how, why and where teacher-bloggers draw the line of privacy in their blog posts and whether drawing the line is influenced by their teachership. The previous study of blogging and teachership is focused on how blogs can be utilised as a tool in teaching. This case study aims to bring a new point of view to the study of social media and teachership. Methods. Five teacher-bloggers who write public lifestyle-blogs were interviewed for this study. A survey was used to collect basic information on teacher-bloggers and their blogs and to get an understanding of their views regarding teachership and blogging. The results of the survey were used to create the form for the focused interview. The individual interviews were made either face-to-face or with Skype. The interviews were transcribed. After that, 14 titles were created to help the analysing process. The study material (transcribed interviews) was analysed in accordance with the principles of data driven content analysis. First the material was categorized and then combined into minor and, if possible, major categories. The unit of analysis was a thought or an idea. Findings and conclusions. In the discourse of the teacher-bloggers was highlighted the teachers' right to privacy and private life. Public blogging was justified through a common belief in the right to use one's private time however one might want to. To successfully combine blogging and teachership required drawing a strict line between work and private time. Teachers didn't want to process their work on the blog, which is a part of their private life. By leaving the teachership and everything that it includes outside of the blog teachers protect their teacherships and school communities. To present an authentic representation of one's self on the blog seems to be more of an aim than an achievable goal. Bloggers inevitably brand themselves by the material they decide to publish in their blogs and what they choose to omit.
  • Raunio, Elisa (Helsingfors universitet, 2016)
    The purpose of this pro gradu thesis is to find out what kinds of value and power discourses are constructed in teacher discourse. According to previous research, teachers' unity, exemplarity and teachership as a profession have been emphasized in Finnish teacher discourse. The theoretical framework of this thesis draws from critical pedagogy, Foucault's analysis of power, critical discourse analysis (CDA), as well as the tradition of social constructionism, according to which language is seen as social action. The research was qualitative and data-driven, utilizing approaches associated with CDA. The data consisted of 250 opinionated texts containing teacher discourse in Opettaja (The Teacher) magazine published by OAJ, the Trade Union of Education in Finland. The texts were collected from magazines published in 1994, 2014, and 2015. In the analysis, the power relations between and within discourses, as well as the transformation between the different years and various contexts, were examined. Four power discourses emerged from the data. The discourses were comprised of discoursive units that construct the power relations of teachership. These discourses belong to two metadiscourses, which were named the renewing discourse and the preserving discourse. Furthermore, four value discourses concerning teachership were distinguished from the data. From these four value discourses, a synthesis of the ideal teacher was constructed. The ideal teacher is versatile, professional, and collegial, and has adopted an ethical and research-based working method. According to the results of the study, The Teacher magazine defines teachership as the kind of idealized teachership that is mainly traditional, strives for consensus, and positions the teacher as a passive subject. Thus, as a significant political agency, OAJ should problematize the traditional and ideal image of the teacher. Moreover, the teacher discourse of OAJ ought to give prominence to the multivoicedness of teachership, as well as teachership as an ideological activity.
  • Seppälä, Mia (Helsingfors universitet, 2017)
    Aims. Changes in society and educational development of the school have brought new challenges to the teacher's work. Studies in the past have shown that special education teachers experience stress more than other teachers. The aim of this study was to gain information on special class teacher's experiences of the succeeding and the challenges they encounter in their job in the special class and how they cope with the challenges. This study also examines the kind of views that special class teachers have towards the changes of their work. Methods. Themed interviews were used as a method of this qualitative research. The research material comprised of five interviews with special class teachers who had at least ten years' experience in teaching pupils at the special education class. The data were collected and transcribed in January 2017 and analyzed by using theory-based content analysis. Results and conclusions. The results showed that the special class teacher's work involves a wide range of challenges, but also the experiences of success. The experiences of succeeding were related mostly to the interaction between the special class teacher and the student. The main advantage of special class teaching was seen as a better chance of taking individuality into account and the challenges associated with socialization problems. The challenges of the special class teacher's work was seen ia pupils' heterogeneity and problem behaviour, increased non-teaching tasks and too demanding parents. Special class teachers felt that pupils have changed more challenging in recent years and the valuation of their work has weakened. With inclusion special class teachers' work was seen lying ahead of co-teaching in the future. Coping at work was seen to vary depending on a range of one's own life or the work strains. Special class teachers showed up a wide variety of ways to cope with the challenges and to improve their coping at work.
  • Mommo, Hanna (Helsingfors universitet, 2017)
    Goals. The purpose of this study was to gain information on adult education teachers' perceptions of the everyday life of the adult students. The goal was to find out what kind of information the teachers get of the students' everyday life and how it affects their work. The earlier studies have proved the students' every day life often to be busy. Combining work, studies and family life is demanding. Studying is a major part of adult student's everyday life. This study is based on home-economics science and it's everyday life theory. It also examines adult's studies through previous studies and life-span developmental psychology. The teacher's role is viewed from philosophical viewpoint and the theory of teacher's areas of responsibility. The interaction between teacher and student is examined through the theory of the atmosphere of caring. This study will show how the teachers take the everyday life of the students' into consideration in the teaching and the possible needs to develop the practices. Methods. The data of this study is a part of the Tekes-funded Kumous-project's material. It consists of interviews of people working for Itä-Uudenmaan koulutuskuntayhtymä, which offers adult education in the area. Interviews of 12 teachers were chosen for the study and the emphasis was on the fourth theme of the interview, where the everyday life of the student was discussed. Data was analyzed qualitatively using theory sensitive content analysis. Narrative analysis was used with the small stories that the interviewees spontaneously told about the everyday life of the students. Results and conclusions. The teachers gain information about the everyday life of the student abundantly most of the time. The information is gained in official and free interaction with the students. The teachers consider the information to be important for their work, especially for supporting the student in their studies. The everyday life information is gained in the existential area of the teachers' responsibilities and comes up in the atmosphere of caring. That's when the teachers also help the student to solve problems of the everyday life. A teacher focusing to a specialist role is not taking part in students' everyday life. Based on the results it can be emphasized that taking the everyday life of the student into consideration is an essential part of successful studies. Teacher's ability to receive information of the students' everyday life is an essential part of his/her expertise when problems of everyday life form an obstacle for student's ability to study.
  • Rautio, Laura (Helsingfors universitet, 2015)
    Aims. This study aims to find out what kind of views vocational teachers working on second level have about their job, entrepreneurship education and actualizing entrepreneurship education. Previous research has shown many changes in vocational teaching during past decades. Changes in labour market have made entrepreneurship education more significant in education. Research questions are: 1) What kind of challenges does vocational teaching include?, 2) What kind of views do vocational teachers have on entrepreneurship education? and 3) How is entrepreneurship education part of vocational teaching? Methods. Data for this study was collected by semi-structured interviews during spring 2010. Five second level vocational teachers working in South Savo were interviewed. One of the interviewees no longer worked on second level education. Research material was analyzed by qualitative content analysis. Results and conclusions. Teachers experienced two kinds of challenges in their work. Firstly challenges rose from heterogeneity among students and big role of "raising" the students (e.g. good behaviour). Secondly challenges were caused by changes in work and lack of resources. Entrepreneurship education was viewed as necessary and beneficial, and it was part of teaching in forms of learning contents, teaching methods and learning environments. As a term entrepreneurship education was viewed problematic since it is often misunderstood as entrepreneur education (how to be an entrepreneur). For entrepreneurship education to be implemented in all teaching, should the aims and practices of entrepreneurship education be clarified to all teachers.
  • Vilja, Heikki (2018)
    Taiteellis-pedagoginen opinnäytetyöni koostuu Kallio komedibolagetissa tekemästäni stand up -sooloesityksestä sekä siihen liittyvästä kirjallisesta työstä. Kirjallisessa osiossa käsittelen stand up -komiikkaa ja sen oppimista kokemuksellisen oppimisen kautta. Stand up -komiikkaa voi oppia vain tekemällä. Erityisen stand up -komiikasta tekee se, että oppiminen tapahtuu stand up-lavalla yleisön edessä. Harvassa muussa taiteenlajissa jo ensimmäiset haparoivat askeleet otetaan julkisessa tilanteessa. Tätä oppimisen julkista prosessia sekä stand up -komiikan erityislaatuista yleisösuhdetta käsittelen työssäni. Työssäni käyn myös läpi stand up -komiikan perus- ja erityispiirteitä. Stand up -komiikka on toki esittävää taidetta ja itse näen sen eräänlaisena teatteritaiteen muotona, mutta se eroaa niistä silti huomattavasti. Työssäni pyrin avaamaan sekä alan käsitteitä, toimintamalleja että sen mitä hyvä stand up -komiikka vaatii niin tekijältä kuin esiintymispaikalta. Stand up -komiikka on Suomessa vielä varsin nuori laji ja kuvaankin työssäni alan syntyä ja nykytilaa. Lisäksi stand up -komiikka on varsin demokraattinen taiteenlaji, sillä kuka tahansa voi nousta lavalle esittämään komiikkaa. Alalle ei ole kouluja tai tutkintovaatimuksia. Työssäni pyrin kertomaan myös sen, miten loppujen lopuksi alalle on mahdollista päästä. Kokemuksellisessa oppimisessa stand up -komiikassa on kaksi eri näkökulmaa. Oppimisen syklinen luonne tulee hyvin ilmi koomikon oppimisprosessissa. Koomikko tekee keikan, havainnoi tapahtumaa sekä tekemisen aikana, että jälkeenpäin. Sitten hän reflektoi tapahtunutta kriittisesti ja päätyy ratkaisuehdotuksiin. Niitä hän kokeilee seuraavalla keikalla. Tämä sykli toistuu koko koomikon uran. Stand up -komiikka ei ole teoreettinen laji vaan kaikki tieto mitä stand up -komiikasta voi saada, esimerkiksi kirjoista, perustuu jonkun kokeneemman koomikon omiin kokemuksiin. Toinen kokemuksellisen oppimisen näkökulma on se, että juuri koomikon omat kokemukset ovat myös hänen materiaaliaan stand up -rutiineissa. Koomikko puhuu elämästään, kokemastaan ja tunteistaan sekä mielipiteistään. Kun näitä omia sisempiä tuntojaan sanallistaa, niistä myös oppii huomattavasti. Stand up -komiikka on myös kasvua ihmisenä. Työssäni isossa osassa on oma kehitykseni koomikkona. Käyn läpi omia askeleitani komiikan parissa aina alkuaskeleista nykypäivään. Opinnäytteeni taiteellisena osiona tein stand up -sooloesityksen. Tämä kirjallinen osio avaa sen tekemisprosessia ja sen tekemiseen liittyneitä motiiveja. Yksi stand up -alan haasteista on tehdä koko illan esitys yksin. Itse tartuin työssäni juuri tähän haasteeseen. Työ pitää sisällään myös tarkkoja otteita työpäiväkirjastani jota pidin koko harjoitusprosessin ajan. Tämän opinnäytetyön päämäärä on siis stand up -soolon valmistamisen kautta tarkastella omaa kokemuksellisen oppimisen prosessia suomalaisella stand up -kentällä.
  • Rissanen, Sirja (Helsingin yliopisto, 2015)
    In my study I examine expatriate teachers' experiences of working abroad and the development of their professional identity. The starting point of my study is the idea that a person's identity is formed through interaction with other people and is a constantly changing process. My study is based on a narrative inquiry. This is because my intention has been to open up new perspectives to better understand the experiences of expatriate teachers, instead of trying to get measurable results. My research questions are: 1. What kind of image(s) do teachers give about expatriate teacher's work? 2. How do teachers reflect on their professional identities after their working period abroad? a) How do teachers experience the fact that they have been expatriate teachers? b) Have teachers' professional identities changed according to their stories? Four teachers who taught in Abu Dhabi as part of EduCluster Finland's education export program were interviewed. In my interviews I used the method of thematic interview which gave space for stories. In the data analysis I used the perspective of the different roles teachers held. This approach is based on Hermans' (2001) positioning theory according to which people have different roles depending on context and interaction with other people. In my first research question I used content analysis as a method to find out the different roles teachers held in their different social contexts. In my second research question I used Webster's and Mertova's (2007) critical event analysis to outline the conflicting roles from the data. In the end I focused more on the conflicting roles by using dialogical analysis based on Hermans' (2001) positioning theory. The results revealed that expatriate teachers have multiple roles many of which are in conflict with each other. From the roles of expatriate teachers were formed four different classes of conflicting roles through which the teachers reflected on their professional identity. As a result of their self reflecting process the teachers created an in between identity in order to survive among all the conflicting roles. In the end the teachers found their experiences as expatriate teachers positive but also educational. They experienced that the period abroad had an influence on their professional identities in different ways and that it brought change to their thinking as well as to their teaching in practice. The results of the research can be used in the development of teachers' international mobility and teacher education.
  • Taskinen, Jaana (2013)
    Opinnäytetyö sisältää taiteellisen osion ja kirjallisen osion. Taiteellinen osio on esitys nimeltä Hylkääminen, joka sai ensi-iltansa 8.2.2013 Q-teatterin puoli-Q näyttämöllä. Kirjallinen osio on nimeltään Kahden Simonen kainalossa ja se sisältää tekijän pohdintoja omista lähtökohdistaan, motiiveistaan ja toteutumisestaan kolmessa roolissa: ihmisenä, taiteilijana ja opettajana. Kirjallinen opinnäytetyö on tietyssä mielessä perinteikäs taiteen alan opinnäyte: se keskittyy tekijän subjektiiviseen kokemukseen itsestään kokijana ja tekijänä. Sen keskiössä on siis kokemus, joka on ymmärretty tässä sekä henkilökohtaisina elämäntilanteina, että perustavanlaatuisena tapana olla olemassa. Sysäyksenä sekä teatteriesitykselle, että kirjallisille pohdinnoille on toiminut tekijän kokema synnytyksen jälkeinen masennus ja siitä avautunut kriisi. Tämän kriisin kautta tekijä yrittää asettaa itsensä kontekstiin ja katsoa mahdollisuuksiaan toteutua tässä maailmassa. Kriisin selvittämiseksi tekijä on tarttunut laajasti myös filosofiseen kirjallisuuteen ja löytänyt erityisesti fenomenologien ja eksistentialistien parista taiteelliseen opinnäytetyöhönsä materiaalia. Hylkääminen -esityksessä ajatuksia on referoitu Simone de Beauvorilta, Jean-Paul Sartrelta ja Maurice Merleau-Pontylta. Kirjallisen opinnäytetyön sivuilla ajatuksia on heidän lisäkseen lainattu mm. Simone Weililtä, Juha Vartolta ja Juha Suorannalta. Ensimmäisessä osiossa – IHMINEN - kartoitetaan tekijän suhdetta omaan taustaansa ja henkilökohtaisen, eletyn kokemuksen kautta niihin ulottuvuuksiin, joita tekijä ymmärtää tilanteeseensa liittyvän. Toisessa osassa – TAITEILIJA – kartoitetaan näiden ulottuvuuksien ilmentymistä ja vaikuttamista tekijän taiteelliseen toimintaan ja kiinnostuksen kohteisiin. Viimeisessä osiossa – OPETTAJA – luodaan katsaus ympäröivään todellisuuteen, suomalaiseen yhteiskuntaan ja kasvatuksen mahdollisuuksiin tänä päivänä. Viimeisessä osiossa tekijä myös luonnostelee omaa opetusfilosofiaansa. Kirjallisen osion nimi – KAHDEN SIMONEN KAINALOSSA – viittaa siihen perintöön, johon tekijän kaltainen melankoliaan taipuvainen ja maailman helposti mielettömäksi kokeva naispuolinen ihminen voi nojautua tarkastellessaan miksi asiat ovat niin kuin ne ovat ja miten siitä huolimatta voisi jaksaa jatkaa. Tekijän kriisin myötä jälleen voimallisesti aktivoitunut nihilistinen mieliala, sekä suomalaisesta kulttuuriperimästä mukaan tarttunut negatiivissävytteinen tapa asennoitua maailmaan ja kokemaansa on kutsunut esiin kaksi ranskalaista Simonea, jotka ovat tinkimättömällä ajattelullaan sekä kannustaneet tekijää yrittämään koko ajan vähän pidemmälle ja toisaalta viisaudellaan kannatelleet tekijää ylittämään sen, mitä hän huonoimmalla hetkellään on.
  • Teatterikorkeakoulu / Teaterhögskolan / Theatre Academy Helsinki; Kuuranne, Malla; Kumpulainen, Seppo (2018)
    Teatterikorkeakoulun julkaisusarja
    Kesken, näyttelijänkoulutuksen rakentuminen opettajien kokemana on kokoelma Teatterikorkeakoulun näyttelijäntaiteen koulutusohjelman tämän hetkisten professorien ja lehtoreiden kirjoituksia omasta työstään. Kukin kirjoittaja on valinnut oman näkökulmansa ja tapansa pohtia opetustaan ja siihen liittyviä keskeisiä ajatuksia. Taideopettajuus haastaa opettajat jakamaan tietoaan ja kokemuksiaan taiteilijuudesta ja siihen kasvamisesta. Kukin opettaja sekä ehdottaa, kannustaa että houkuttelee opiskelijoita päivittäin uusien yllykkeiden vastaanottamiseen ja sitä kautta rakentamaan omaa taiteilijuuttaan niin tiedollisesti kuin taidollisesti. Haasteena kullekin on ollut ja on edelleen oman ammattitaidon koetteleminen, omien sisältöjen keskusteluttaminen ja jatkuva kyseenalaistaminen. Kullakin on ollut oma polkunsa, vaiherikaskin tie opettajuuteen, tukena kollegiaalinen 'koko kylä kasvattaa -periaate, koska varsinaista koulutusta taideopettajuuteen ei ole ollut tarjolla. Vankka oman erityisalueen peruskoulutus ja sen soveltaminen näyttelijänkoulutukseen onkin sekä koko opettajayhteisön että kunkin opettajan pohdinnan kohteena.
  • Korpelainen, Esko (2020)
    Tämä opinnäytetyö käsittelee opettajan työtä tilanteessa, jossa opettaja joutuu luopumaan omasta ennakkosuunnitelmastaan ja omista opettajuuden piirteistään. Työhön kuuluu kirjallisen osan lisäksi arvioitu taiteellis-pedagoginen käytännön osa. Opinnäytetyön tavoitteena on oman opettajuuden kehittäminen. Kuinka opettaja voisi toimia tilanteessa, jossa hänen ennakkosuunnitelmaltaan viedään matto alta ja hän kokee olevansa keskellä tyhjyyttä? Mihin suuntiin tällaisessa tyhjyydessä voi kurkottaa ja säilyttää oman toimintakykynsä pedagogina? Molemmissa teatteriopettajan maisteriohjelmaan kuuluvassa opetusharjoittelussa törmäsin hetkeen, jossa oma ennakkosuunnitelmani osoittautui vääränlaiseksi – oppijat ja opetustilanne vaativatkin jotain muuta kuin olin etukäteen itse suunnitellut. Tämä kokemus herätti syvän pettymyksen omaan itseen, omaan opettajuuteen sekä tarpeen kehittää itseäni tulevia samankaltaisia tilanteita varten. Syntyi tämän opinnäytetyön liikkeelle paneva kysymys: kuinka voin toimia opettajana tilanteessa, jossa joudun hylkäämään oman ennakkosuunnitelmani? Työkaluksi tähän oman opettajuuden kehittämiseen opinnäytetyö esittelee harjoitteen Kirjeitä sisäisille opettajille. Harjoitteessa suoritetaan meditatiivinen mielikuvitusmatka oman koetun sisäisen opettajan luo, minkä jälkeen opettajalle kirjoitetaan kirje. Kirje luetaan ääneen ja sen sisältöä, teemoja, siitä nousevia kysymyksiä reflektoidaan suhteessa omaan opettajuuteen. Harjoitteen tarkoitus on löytää itsestä niitä opettajan ja opettamisen muotoja, joita on elämänsä aikana saanut omaan toimintaansa. Lähtökohtana toiminnassa on, että omien sisäisten opettajien tunnistaminen tekee niistä luopumisen helpommaksi. Tässä opinnäytetyössä kuvataan Kirjeitä sisäisille opettajille -harjoitteen syntyprosessi sekä kuuden harjoituskerran kokemukset. Harjoitteen esittelyn jälkeen opinnäytetyö siirtyy kuvaamaan tarkastetun käytännön osan. Dokumentaarinen monologi Välitila oli luonteeltaan prosessin näyttämöllinen tutkimustulos. Esitys käsitteli koko opinnäytetyön prosessin löytöjä painottuen vahvasti Kirjeitä sisäisille opettajille -harjoitteen kokemuksiin sekä opettajan ja oppijan kohtaamiseen. Välitila oli osana mikkeliläisen Esittävän taiteen kollektiivi Kaukasuksen ohjelmistoa helmikuussa 13.–20.2.2020. Esitys päätyi toteamaan, että ehkä koko työskentelyn ytimessä on pelko omasta riittämättömyydestä opettajana ja pyrkimys selättää se itseään kehittämällä. Tutkielman viimeisessä osassa prosessin tutkimustulokset kietoutuvat Kirjeitä sisäisille opettajille -harjoitteen ympärille. Harjoite toimii konkreettisena työkaluna, jolla opettaja voi valmistautua tulevaan opetukseensa ja niihin tilanteisiin, joissa omista ennakko-odotuksista ja - suunnitelmista täytyy mahdollisesti päästää irti. Viimeisessä luvussa ehdotetaan myös tyhjyyden kokemusta pedagogisena kasvualustana, joka mahdollistaa oppimisen, jonkin uuden syntymisen.
  • Alanko, Maria (Helsingfors universitet, 2012)
    In this study liberal adult education teachers tell about themselves as teachers. Full-time teachers from metropolitan area make up the majority of my research subjects. Liberal adult education is the institutional context of teachers' work and their work environment. Context gives general guidelines for teachers work. My research presents teachership as a three-dimensional phenomenon, which consists of career path, teachership and textbook selection. Dimensional model of understanding teachers and teachership functions as the main structuring principle throughout this report. Out of three dimensions, textbook selection is least researched. Still, it is a very important part of teachers' work. I see textbook selection as a vital part of pedagogic planning and curriculum. In my study, I have a narrative approach on teachers' world. As a research material collection method I have used episodic interview. I have analyzed my research material using narrative research method. I have chosen narrative analysis to construct narratives from semantic and episodic knowledge. My results consist of situational and thematic narratives that intent to describe three-dimensional teachership and type narratives that describe two different teacher ideal types.
  • Ikäheimonen, Ada (Helsingin yliopisto, 2020)
    Constantly changing work life has placed new demands and challenges on the Finnish education system. The respond to these demands and challenges is a General Upper Secondary reform, which was launched in 2017. The General Upper Secondary reform includes renewal of curriculum, a new Act on General Upper Secondary Education and amending the regulations for the matriculation examination. The reform challenges the traditionally strong autonomous position of teachers as teachers are expected to adopt new ways of working. According to previous studies, the change in teacher work towards a team work culture requires new professional skills from teachers. The purpose of my study was to find out what possible changes and challenges the renewal of curriculum (LOPS) might have on the LOPS-tutors work. Furthermore, I wanted to map out whether the competencies of teachers need to be updated after possible changes in competency requirements. I studied the phenomenon qualitatively by interviewing six LOPS- tutors who, in addition to their teacher work, are working closely on reform of General Upper Secondary Education. The material of this study was collected by semi-structured theme interviews. As a theoretical part, I defined the General Upper Secondary Education in the Finnish context, the history of school development, teachership and teachers work. In addition, I presented the key themes of the reform, the new Act on General Upper Secondary Education and renewal of curriculum. The method of analysis in this study was theory-guided content analysis. According to the results of my study, the teacher work life will change due to the new curriculum (2019). The most essential changes affecting to teachers’ work were increasing amount of team work and interaction, multidisciplinary study modules and the expansion of supervision. Lack of time, concern for well-being of teachers, as well as the structural challenges and bureaucracy emerged as key challenges in the implementation of the reform. Interviewees did not agree on whether teachers would need in-service training. My study supports the view that teachers have a contradictory attitude towards school changes. Although school development was seen as an important and necessary factor, the changes did not appear to be realistic taking into account the everyday reality of the school.
  • Holopainen, Elina (Helsingin yliopisto, 2019)
    The growth towards class teachership – what kind of a teacher one is as an individual and in relation to others and what one strives to achieve – continues throughout teachers’ whole career. Teaching practice and related supervision which are part of teachers' education have a significant effect on their growth. Cooperative teacher supports and advises the student teachers and prior studies have discovered that cooperative teacher's conceptions are easily transmitted to the students. The purpose of this thesis was to examine how cooperative teachers’ conceptions affect their supervision, what significance they perceive their supervision has towards students' growth towards teachership and what kind of challenges they experience in supporting the growth of their students. Data was collected by interviewing eight cooperative teachers from one official training school as well as municipal schools. The interviews where analysed using phenomenography with a data-driven approach. Answers to the research questions were explored by constructing categories from the conseptions of the cooperative teachers. Theoretical framework consisted of the concepts of teachership, teacher practice supervision and cooperative teacher. Cooperative teachers perceived that class teachership consists of diverse duties of a class teacher and that teachership is a profound phenomenon. The teachers' conceptions of class teachership were similar to their conceptions of a good class teacher. The cooperative teachers did not seek to transfer their conceptions of teachership to the students but they acknowledged that they transfer nevertheless. Teachers strove to improve their students and teach them that there is no one correct way to be a class teacher. There was variation in the cooperative teachers’ perceptions of the significance of their supervision in students' growth towards leadership. The cooperative teachers did, however, believe that they had several ways of supporting the students' growth. The experienced challenges in supervision were difficult students, problems in supervision relationships and challenges rising from the practice environment. Attention should be paid to the selection and further training of the cooperative teachers in order to guarantee equal and qualified supervision of the students in their growth towards teachership during their teacher training.
  • Piikki, Katariina (Helsingfors universitet, 2015)
    The purpose of this study is to find out why adults with a profession change career into teaching. This study also aims to find participates motives to perceive a career in teaching, their perceptions about teacher's profession and the reasons behind the career change. The research approach of this study was qualitative. Ten subjects, teachers and teacher students, participated in this study. Three of them were primary school teachers, one secondary school teacher and one vocational teacher. Five of the participates were teacher students, four of whom studied to be a special education teacher and one a primary school teacher. Nine of the participates were women and one man. The data was collected between years 2014-2015 using open, electric questionnaire. Questionnaire included background information about participates and eleven open questions. The data was processed using content analysis. Results that came up from this study were processed in regard to theories and earlier studies. According to this study the most important motives to become a teacher were the participates strong respect for teacher's profession. They felt that teacher's profession is significant and important in the society. Important motives were also the desire to work with children and adolescent and the possibility as a teacher to influence positively in children and adolescent's future. In this study the inner motives to perceive teaching as a career were more significant than the outer motives. As outer motives the participants mentioned benefits of the profession such as a long summer vacation, regular, family friendly working hours and academic education. Much more positive aspects were linked to teachers profession than negative aspects. Teachers profession was seen as important and significant in the society. Humanity, variability, diversity, creativity and the possibility to work with children and adolescents were seen as positive sides in teachers profession. Negative aspects in teachers profession were the society's demands for teachers, hurry, intensity and lack of resources. Participants changed career for many reasons. Student teachers motives to become a teacher have been studied for many decades. This study brings new, positive aspects to why older career changers with more life experience perceive career in teaching.
  • Blom, Heta (Taideyliopiston Sibelius-Akatemia, 2015)
    Tutkimuksen tarkoituksena oli selvittää Taideyliopiston Sibelius-Akatemian musiikkikasvatuksen aineryhmän opiskelijoiden ammatti-identiteettiä ja sen muotoutumista musiikkikasvatuksen opintojen kontekstissa. Tutkin opiskelijoiden ajatuksia heidän ammatti-identiteetistään sekä sitä, millainen yhteys musiikkikasvatuksen opiskelulla on opiskelijoiden ammatti-identiteetin sekä erityisesti muusikko- ja opettajaidentiteettien muotoutumiseen. Teoreettisessa viitekehyksessä tarkasteltiin identiteetin käsitettä, opettajuutta, muusikkoutta, ammatti-identiteettiä niin yleisenä ilmiönä kuin musiikkikasvattajankin näkökulmasta sekä musiikkikasvatuksen opiskelua Sibelius-Akatemiassa koulutuksen tavoitteineen ja sisältöineen. Kyseessä oli kvalitatiivinen tapaustutkimus, jonka tapauksia olivat kolme musiikkikasvatuksen maisterivaiheen opiskelijaa Sibelius-Akatemiasta. Tutkimusaineistoni koostui kolmen musiikkikasvatuksen opiskelijan litteroiduista yksilöhaastatteluista. Aineisto kerättiin kesällä 2014 teemahaastattelun avulla. Analyysimenetelmänä käytettiin laadullista sisällönanalyysia. Musiikkikasvatuksen opiskelijoista jokainen koki olevansa sekä opettaja että muusikko, mutta painotuksissa ilmeni eroja. Tutkimustulokset osoittivat, että musiikkikasvatuksen opiskelu koetaan mielekkääksi, monipuoliseksi ja hyödylliseksi sekä muusikkoidentiteettiä ja opettajaidentiteettiä edistäväksi toiminnaksi. Esimerkiksi ainedidaktiikat ja instrumenttipedagogiikat koettiin opettajaidentiteettiä edistäviksi opinnoiksi ja muun muassa instrumentti- ja lauluopinnot, rytmisektiosoittimien perusopinnot sekä laulaja ja säestäjä näyttämöllä -erikoistumisopinnot muusikkoidentiteettiä edistäviksi opintojaksoiksi. Musiikkikasvatuksen opiskelijan ammatti-identiteettiä kokonaisvaltaisesti rakentavina opintoina nähtiin afroamerikkalaisen musiikin kurssi, bändipedagogiikka sekä lastenmusiikkikurssi.
  • Metsämuuronen, Tuua Maria (Helsingfors universitet, 2014)
    The study focuses on the Nepalese 8 grade Mathematics, Nepali language and Social study teachers' confidence to teach their own subject. Every skill, such as teaching skills, brings with uncertainty and insecurity creates a need for security. The aim of the master's thesis is to research how substance knowledge, the teacher's personality, pedagogical knowledge and classroom management, and their components are connected to each other. In addition, has been researched how much personality, pedagogical knowledge and classroom management, explain the teacher's self-perceived competence assurance to teach. Altogether, 1224 of Nepalese teachers responded to the survey. The survey sample was stratified. The questionnaire, teachers were asked to assess their teaching confidence in their teaching subject and its sections, on a scale of 1 to 4. Many studies have been done about teaching and the teacher's impact on learning outcomes. That has been considered as a possible cause of Finnish students' good learning achievements. Since the schools have small differences between them, it is easier to study the teachers and the teaching effect of the student's achievements in a country, where the school differences are considerable bigger. According to Hattie (2003, 2), the teacher effect is 30% of the student learning achievements, in Nepal the corresponding figure is 68% (Acharya, Metsämuuronen and Metsämuuronen 2013, 281 316). The study examined by tree-analysis how personality, pedagogical knowledge and classroom management elements are linked to educational confidence and by regression analysis how much these independent variables explain together the effect of the phenomenon. According to regression analysis, there are age, teaching years, assessment, professional development over the last two years, and the curriculum understanding and using, as well as the school equipment shortages. The study found that the most confident were those teachers who were under the age of 30 teachers; who had teaching experience five years or less; who used the project work as assessment; who experienced that they understood the objectives of the school curriculum, and in addition they experienced to implement it successfully. This study was empirical and explorative work and the results obtained on the regression model shows that the model explains 9.5% of teacher's confidence to teach their own subjects. As regression model explains less than 10% certainty, is the teacher's teaching confidence and competence a good follow-up research object. Another good object would be to compare the self-perceived reliability and the validity of the comparison of the measured whether teachers' own experience of the same qualifications as a measurable skill.