Browsing by Subject "opetusharjoittelu"

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  • Viitamäki, Heini (Helsingin yliopisto, 2017)
    Aims of the Study. I began to think that teachers have a lot of power when they are developing learning tasks for students. I am interested in what learning tasks are chosen to be taught and what arguments are posed. The aim of the study is to show how learning tasks are developed in teacher training and what arguments are posed to support the decisions. Teacher has the most impact on developing learning tasks and therefore his or her perceptions (regarding crafts and learning) are also being studied. Studies have been made about what do teachers plan in general (for example Zahorik, 1975) but now developing learning tasks is in the spotlight. I began to understand the outlines of my study by doing a mind map (or as in my study a figure of preunderstanding). Because I have been in teacher training I have knowledge based on my experience. I used this knowledge when developing my preunderstanding. I have two research questions. 1.Which teacher trainees' perceptions (regarding crafts and learning) have influence in developing learning tasks? 2. How and with which arguments are learning tasks developed for craft lesson? Research Method. Five craft teacher students took part to this study. They attended to teacher practice in fall 2016. Student teachers' portfolios of the practice were analyzed and student teachers were interviewed. This study is a qualitative case study. Craft teacher students are a specific group and the learning tasks that they have developed is even more specific case. First, I explored the portfolios and based on that information I developed the themes and questions for the theme interview. The portfolios and the interviews were analyzed together with content analysis. To guide the analysis, I used six questions. Relating to first study question: Which perceptions about craft and learning do student teachers describe in portfolios and at the interviews? How do these perceptions translate into learning tasks? Relating to the second study question: How do learning tasks develop? What impacts do various factors (for example learning environment, students, competence) have on learning task? How do student teachers argue their decisions regarding learning tasks? The Results. The student teachers' perceptions had a lot in common with the year 2014 national core curriculum. Phenomena-based learning, inquiry-based learning and collaborative learning were repeated as student teachers' learning perceptions. Teacher's task is to support and inspire students. Perception of crafts highlighted the joy of making crafts and growth of self-esteem. The differences between student teachers were for example how open the learning tasks were. Some were more eager to keep things in their control. All the student teachers got a theme from the teacher. The theme was the base for planning. Developing a learning task usually started by setting learning goals. On the other hand, a learning task that student teacher thought of, could be the start of planning. While planning student teachers thought a lot of students: What would be useful for students to learn? What abilities and skills do they have? Student teachers own perceptions affected on planning learning tasks: What is important to learn (within the time and theme limits) in my opinion? Planning quite accurate schedule was also considered important although it often changed during lesson. Factors that influence on learning tasks are learning goals, national core curriculum, students, learning environment, materials, time, perceptions regarding crafts and learning, competence and teacher. Students, learning goals and student teachers' perceptions have more impact on learning tasks. Planning the space helps the lesson run as well as managing the group, so it is a pedagogical way. Class room planning affects very little into learning task. This is also the case with materials and equipment that are essential for work but do not affect much into the learning tasks. Teacher gives advice and supports student teacher. Sometimes teacher helped to plan or advised to leave something out from learning task. But to learning tasks teacher had only little effect. The choices that were made (regarding learning tasks) were argued with student teacher's perceptions and national core curriculum. The national core curriculum reflects the prevalent perceptions regarding learning and crafts. These perceptions appear also in student teachers' perceptions. The learning tasks were planned to benefit students so that they learn useful skills and knowledge and that they would be motivated and can feel success. One argument was that teacher's advices shaped the learning task.
  • Kesseli, Emilia (Helsingfors universitet, 2016)
    The purpose of this study was to examine subject teacher students' views on their teacher identity, teacher profession and self-efficacy and how meaningful teaching practice was in relation to these phenomena. Specific point of interest was to find out how the subjects of this study represent their growth process as teachers. The objective of this study is to understand the relevance of the teaching practice experience to that growth process. Identity was seen as narratively constructed self (Sfard & Prusak, 2005). Teacher identity was seen as dynamic process which starts with school experiences, continues through teacher education and working life. It is seen that teacher identity consists of closely entwined personal and professional identity (Heikkinen, 2001a). Self-efficacy was considered as essential part of individual's agency and it occurs situationally as self-efficacy expectations (Bandura, 1997). Research data for this qualitative case study was collected with semi-structured interview. Data triangulation was used to deepen the qualitative point of view. Reflective writings from another research by the study subjects were also used. The interviewees were subject teacher students who completed their pedagogical studies in 2013–2014. Content and narrative analysis were used to analyze the data. Various teacher types were found. Reoccurring themes such as passion for the teaching subject and challenges of becoming a teacher appeared in the data. Teacher whose self-efficacy was strong showed persistence with helping their students. Teacher identity, professionalism and teaching skills were strengthened in teaching practice. Teacher self-efficacy evolved through reflection and accomplishments. Mentoring was significant part of teaching practice experiences. Negative experiences and feelings caused by mentoring were reported. Teaching practice and mentoring can support the development of student teachers professionalism and teacher identity. Mentoring and teaching practice should be developed further by considering the various effects of self-efficacy on teachers' growth process
  • Haimi, Eveliina (Helsingin yliopisto, 2020)
    Aims. This study focuses on graduated class teachers’ experiences on their teacher education’s last teaching practice. The final teaching practice is mandatory and a part of the advanced studies in the class teacher education. It is recommended to do right before graduating because then it will best prepare students for the working life. Previous studies have shown that teaching practices are usually respected among teacher students and they seem to stick in one’s mind as meaningful experiences. The purpose of this study is to find out graduated class teachers’ experiences on their final teaching practice’s aims and guidance and also how they were able to connect theory and practice. The purpose is to give a retrospective analyse on what kind of meanings the teachers give to their final teacher practice experiences. Methods. The research data was collected by interviewing seven class teachers who had graduated from University of Helsinki during years 2017-2019. They had done their final teaching practice under the same degree recruitments. The research data consisted of individual interviews and the analysis was based on content analysis. Results and conclusions. This study showed that teachers value their final teaching practice. One of the main reasons was because it is arranged in a normal comprehensive school instead of training school. The more practical aims were more likely to be fulfilled during the practice. Practical guidance was highly appreciated. Teachers felt that connecting practice and theory was done during the final practice, but it depended a lot more on themselves than the practice’s basis. Teaching is still found as a practice-based profession and the final teaching practice will prepare students for that. Connecting practice and theory and its importance is acknowledged among the teachers. However, the methods trying to achieve it during teaching practices vary.
  • Kivi, Pauliina (Helsingfors universitet, 2016)
    Objectives. The purpose of this study is to investigate the quality of feedback in drama lessons. The aim in this study is to analyse and compare the quality of feedback of class teachers and teacher trainees. In addition, the aim is to test and develop The Classroom Assessment Scoring System (CLASS) observation tool in the context of drama lessons. Methods. The study is defined as a qualitative case study although some quantitative measures were also used. The research material consisted of secondary video data that had been filmed in drama lessons of four class teachers and four teacher trainees. The videos were analysed by using the quality of feedback section of the CLASS. Results and conclusions. The research shows that the quality of feedback on analysed lessons is perfunctory and the amount of feedback is low. On a scale of 1–7 none of the lessons got high grades 6–7. The quality of feedback was low or middle-range on every lesson. The qualified teachers got higher grades than teacher trainees on analysed lessons. CLASS tool is seen suitable for analysing the quality of feedback on drama lessons when also considering the non-verbal feedback. Non-verbal feedback includes teacher's actions, facial expressions and the use of space in the classroom.
  • Turtiainen, Taija (Helsingin yliopisto, 2015)
    Purposes. The purpose of this thesis is to find out how students experience the mentoring provided to them by the mentoring teacher. The study focused on finding out how the student-supervisor relationship, previous expectations and the realization of those expectations affected students' experiences on teaching practice. Additionally the study explores the underlying mentors roles that affect the student-supervisor relationship. Previous studies indicate that mentoring relationship and the mentors roles are defined by the goals of the practice, students' need for support and their stages of learning. Therefore this study also focused on development of the students' theory in practice and professional thinking. Methods The research material was collected from six first year teacher students on their first teaching practice. The students wrote free form essays on their experiences and then they were interviewed on mentoring provided to them during practice. The material consists of four single person interviews and a pair interview. Collection of the research data took place in April and May 2013. Theoretical content analysis was applied to analyze the data. Results and conclusions The experiences of the students were significantly connected to the feedback received from the mentoring teacher. The mentoring during practice was generally perceived as encouraging and positive, emphasizing the practical aspects of teaching. The mentoring was straightforward, focusing on instructions and advices. The students perceived the mentoring discussion more like feedback sessions. The cause of this was the lack of dialogue and interactive discussion. However, this was not the case with all the students. One of the student pairs confirmed that dialogic approach took place in their mentoring discussions. The student-mentor relationship was usually relaxed and encouraging. The mentors were perceived experienced and their advice was welcomed. Limiting the student's freedom of creative thinking and teaching as well as the lack of constructive, critical feedback resulted in negative experiences. Students respect supervisors who listen to them and show authentic interest towards them. Mentoring is perceived as fruitful when it provides enough advice, limits and freedom considering students' stages of learning.
  • Lemminkäinen, Anna (Helsingin yliopisto, 2020)
    Through the strengthening of the inclusive ideology, Finnish primary school general education classes have an increasing number of students, who have different learning related needs for support. Due to this, the cooperation between general and special education has increased and schools have developed many practices to teach inclusive classes. One of these practices that has been noticed effective is co-teaching, which has not yet been widely adapted in Finland. The basis of this study is, how co-teaching abilities of future teachers can be supported already in the student teachers’ education phase and teaching practice. The study examines general and special education co-teaching executed in teaching practice. The study investigates the experiences of special education, class and subject student teachers regarding co-teaching executed in teaching practice. Additionally, the possible future development points of co-teaching in teaching practice will be examined on the basis of the students’ experiences. The study is a qualitative case study, which material was collected through two methods of data collection: questionnaire forms and interviews. The material was collected from special, class and subject student teachers, who carried out co-teaching lessons in teaching practice at the Viikki Normaalikoulu of the University of Helsinki in November and December of 2018. The questionnaires were answered by fifteen (15) student teachers after which six (6) of these students were interviewed. Both, the responses of the questionnaire and the transcriptions of the interviews, were analyzed with a data directional content analysis approach. The study shows that a part of the students felt co-teaching in the teaching practice gave them good readiness to utilize co-teaching between general and special education after their studies in the working life. However, not all of the students felt that the teaching practice sufficiently supported their readiness for coteaching. The obscurity regarding the role of the special education student teacher in co-teaching lessons and the lack of utilizing the expertise related to special education in planning and execution of the lessons were considered as main challenges. In cases where the students did not plan the co-teaching lesson together, the role of the special education student teacher was to maintain a peaceful environment and to take on different assisting tasks. The study shows that the students had very different impressions on what co-teaching is. The conclusion regarding the development of teaching practice in this study is that the supervision concerning co-teaching should be developed especially in the part of the following fields: increasing knowledge regarding the students’ co-teaching, coaching for co-teaching lessons and the students’ equal possibilities for feedback after a co-teaching lesson. With these means, the fruitful execution of co-teaching could also be supported in the long run in Finnish primary schools.