Browsing by Subject "positiivinen kasvatus"

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  • Kervinen, Annina (Helsingin yliopisto, 2018)
    Objectives. The aim of this study is to describe, analyze and interpret teachers' perceptions of co-teaching and how to support positive education, the reasons for their co-teaching, what positive teaching means to them in regard to using positive education in their teaching, and the positive presentation of positive co-education. Methods. A total of 8 primary school teachers participated in this study in the fall of 2017. The teachers were interviewed by semi-structured theme interviewing and the research material was analyzed in accordance with qualitative content-based content analysis. Results and Conclusions. The study highlighted three main themes, which are the charm of co-teaching, the importance of positive education, and to describe positive education from the perspective of co-education. The teaching methods used in co-teaching were the well-being of the teacher, the collegial models in everyday life, and the learning situations and characteristics of everyday life. Positive education was seen to be very significant, especially as a classroom teacher, for the development of work prosperity and self-education, as well as for the students' perceptions and learning. The conditions for co-operation in positive education were manifested through a specific culture of operation and interaction. The benefits of joint teaching in positive education increased with collegial support, use of time as well as planning and assessment and lastly through the social and emotional integration of the students and the interaction between the student and the teacher.
  • Ouedraogo, Elisa (Helsingin yliopisto, 2018)
    The aim of this study is to examine how child's cultural identity and the development of participation is supported in transnational families. The study scrutinizes further how the families experience the meaning of interplay situation outside the home. It also seeks to determine the importance of positive education in the construction of cultural identity among child and youth both at home and outside the home. Which are the adults from whom the child receives caring response, encouraging words and empowerment to their lives. The school plays a key role in the life of a child and a young person, and therefore it is also important to look at the school context. The families in which one of the parents of the family is from Finland and one from abroad are selected to be examined. The data was collected through theme interviews. In addition, children and young people have drawn up a mind map to support an interview. The data that was collected in the interviews consists from the experience of parents and young people about at home and outside the home encounters. The positive presence of both cultures in families was considered to be a key factor in building a cultural identity. The cultural background was seen as a richness and it was felt to bring opportunities for living through social, cultural and linguistic capital. Families felt that in the middle of the two cultures children are more open-minded and they are likewise interested in different cultures. The challenge was the language barrier and long distances between relatives of the other parent. Although in most families the children were bilingual, they lacked the ethnic language skills. Some of the research families had also faced prejudices, even racist demeanor. A caring model of positive education strengthens and supports the development of a cultural identity of children and young people in two cultures as well as the sense of inclusion. It is critical that the different languages and cultures in the kindergarten and school are also featured in a positive light. They can be used to strengthen the sense of belonging and participation of the child, meaning that every child and young person is valuable as an individual. New curricula encourage and even obligate educators and teachers to do so.
  • Korppi-Tommola, Sini (Helsingin yliopisto, 2018)
    This master's thesis is a case study during Positive CV intervention in two ninth grades in Southern Finland. The purpose of this study is to find out what kind of thoughts ninth grade students have about positive education, dealing with character strengths, positive CV, and their own strengths. The material of my research was collected in September 2017 at the end of Positive CV intervention with focused interview from selected ninth grade students. I interviewed four ninth grade students from both schools. In total, eight ninth grade students participated in the study. The theoretical framework of the thesis familiarizes the concepts of positive psychology, positive education, character strengths, strengths-based education, and youth. In addition, the theoretical framework examines other earlier results of research and research interventions related to positive education and character strengths. The theoretical framework also introduces the link between strengths-based education and the national curriculum 2014. According to the results of the study, seven of the eight interviewed ninth grade students considered positive education classes positive. Seven of the eight ninth grade students said that dealing with character strengths is important for the future career and the career choice. Each of the interviewed ninth grade students felt happy when making Positive CV. Six of the eight students found that making Positive CV would be useful for other students as well. All the ninth grade students found their own character strengths and expressed their own strengths in a positive way in the interview. The results of this thesis are compatible with the results of earlier positive psychology interventions based on character strengths. That confirms the reliability of the thesis. As a conclusion, the classes of positive education, dealing with character strengths and Positive CV had more positive than negative effects on ninth grade students. It can also be concluded that positive education, dealing with character strengths and Positive CV would help ninth grade students especially with their career and career choices in the future, as well as in building up their own identity and positive self-image.