Browsing by Subject "samanaikaisopettajuus"

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  • Miettinen, Ilkka (Helsingin yliopisto, 2017)
    The aim of the study is to investigate educators' professional identity. From the narrative approach, identity is formed discursively in speech and narration. In the study, I analysed how and in which dimensions the educators, who worked in the context of co-teaching, were forming professional identity in speech and how the educators narratively positioned themselves in their communities. The investigation of professional identity in the context of co-teaching is relevant due to changing perceptions of teachership and learning. In this multiple case study, three educators were interviewed. All three educators were working in elementary schools in which they were working in the context of co-teaching. Two of the educators were working as a special education teachers and one of the educators as a school aid. All three has also participated my earlier study concerning co-teaching. The data was produced by interviewing the educators in December 2015. Positioning analysis was used in data analysis. In positioning analysis (Bamberg, 2011) the forming of professional identity was analyzed by investigating three dilemmatic dimensions in narration: (1) uniqueness vs. being the same as everyone else, (2) control vs. adaptation and (3) continuity vs. change. In analysis, 58 subject positions were analysed and then divided to four major categories: subject positions in which (1) control is originated from the subject, (2) control isn't originated from the will of a subject, but subject is in control, (3) subject adapts to the world willingly and (4) subject adapts to world unwillingly. In the subject positions in categories (1) and (3) a subject is willingly. These positions were often associated with the relationships with the other educators. In the subject positions in the categories (2) and (4) a subject is unwillingly. In the subject positions, in which an educator was forced to unwillingly control the events (2), the social category of challenging pupils emerged often. Also the subject positions, in which subject adapts to world unwillingly (4), were pictured undesirable. They were related to restrictions in time and space, institutional decision making, institutional structures and social chance including the chance in parenthood and pupils.
  • Salo, Janette (Helsingin yliopisto, 2021)
    Goal. The corona pandemic during spring 2020 led to closing of schools. Therefor majority of the teachers had to move to distance education. The teachers were in a whole new situation and had to rapidly develop a new way to teach. Co-teaching is an approach becoming more common. It refers to a situation where two or more teachers cooperates. The objective of my study is to figure out how the teachers who were working as co-teachers executed distance education during Spring 2020. Furthermore, I study possible advantages and challenges the teachers experienced from the co-teaching in the distance education. My goal is to add knowledge and understanding of the foundation pillars of co-teaching and distance education through this study. Methods. I sent an e-mail to ten co-teachers where I asked their willingness to participate in my study and three teacher pairs were willing to be a part of my study. Therefor there were three cases in my study. Materials were collected with pair interviews and the theme interview was selected to be a survey. As an analysis method I used the content analysis. Results and conclusions. All Teacher pairs considered it most reasonable to divide their pupil into two separate groups. Each pair had about an hour lasting virtual study hall in a day through video conference. After this the lines were left open so that for example the pupils who needed support were able to stay and work with teacher's assistance. In all three cases the benefits from work pair were mainly the same. Some of the found advantages were divided responsibility, the colleague's support and work stress relief. Challenges due having a work pair were minimal. The reason can be the fact that the interviews were carried out in a pair. One case brought up the occasional disagreements and additional work through work phone. One case experienced that here had been some challenges with communication and it had lead to a few misunderstandings. However, all the teacher pairs emphasised that none of these challenges were a threshold question.