Browsing by Subject "samanaikaisopetus"

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  • Jahkola, Tuuli (Helsingfors universitet, 2013)
    Aim of the study. Traditionally teaching has been lonely work. Demands for towards teaching has been increased during the last decade: need for special education is growing, the contents of the curriculum has grown and there are also new challenges in the co-operation between school and families. Finnish students rank well in international comparison, but feel less comfortable at school. Teachers are tiring themselves out and choose other professions. Lack of resources does not allow smaller class sizes or more input in special education. Interest in a collegial collaboration between teachers has been suggested as a solution. The idea of inclusion and the changing law of special education stating that all pupils would attend the same classes are in the background. Co-teaching aims at avoiding extra special education by using existing resources, by combining two classes and with collaboration of teachers. The aim of the study is to find out the characteristics of co-teaching with two teachers and its added value to the teaching work. Methods. Eight pairs of co-teachers were interviewed, five of them co-teaching full time and in three cases the other teacher joining the class only for certain lessons. Research type was qualitative multi-case study. The study material was collected by observing the classes and by interviewing the pairs. The observations were reported as narratives describing the co-teaching of each teacher pair. The interviews were analysed using qualitative content analysis, which was steered by the theory and the collected material. Results and conclusions. According to this study co-teaching was considered as a means to enhance quality of teaching, reduce teachers' work load, increase professionality, and to increase the motivation of pupils. Nineteen different forms of co-teaching were formulated based on the literature and the material collected at observations and interviews. These forms may be useful in better recognizing the individual needs of pupils and to better use the presence and experience of two teachers. As a conclusion, the didactic triangle was extended to form a didactic-collegial square, where the collegial relationship between the two teachers brings a new dimension to the picture reflecting the many dimensions of co-teaching and difference to the work of a teacher alone.
  • Cimili, Dorentina (Helsingin yliopisto, 2021)
    The aim of this research is to clarify experiences of six teachers with different qualifications about Language awareness in a simultaneous teaching -pilot program. This program has been implemented in schools in Helsinki. My objective in this research is to sort out teachers’ experiences about planning, implementation, possible effects, or changes within this program and how translanguaging has been used in teaching. Important theoretical concepts of this research are language awareness and translanguaging. In addition, I examine mother tongue teaching, Finnish as a second language teaching, preparatory teaching for newly arrived students and multilingualism in Finnish schools from the perspectives of Finnish school system and Finnish primary school curriculum. The character of this research is qualitative content analysis. In this research I will specify the material which I have collected by using semi-structured interviews and I will present themes that were established from the material. The material contains interviews of six teachers which have been part of the pilot program. In the material we can hear experiences of mother tongue teachers, class teacher, subject teacher, and Finnish as a second language -teacher, from the middle and elementary school point of view. The results of my research give indication about capabilities of language awareness simultaneous teaching in practice and what types of thoughts teachers have about multilingual, language awareness and translanguaging utilised in teaching during this pilot program. The main results of my research indicate that middle and elementary schools have differences between teachers pedagogical planning which depend on the qualifications of the teachers. In planning, structural challenges and difficulties occurred during scheduling. In the implementation there were differences in using different languages, for example the languages were centre of the teaching or part of teaching to support learning. Experiences of possible effects of the pilot program were developed in language skills, changes in motivation, individual and peer attitude in language skills, learning and support in work, knowing students, interests of teachers outside of the pilot program and parents’ varying feedback. Utilizing translanguaging and various types of languages in classes appeared dissimilar and the teacher’s role in multilingual interaction differed based on the qualifications of the teacher. The teachers experienced the pilot program overall as a positive, useful, and necessary matter. The need for this kind of language awareness simultaneous teaching in which mother tongue teachers work together with other teachers were reflected within the teachers’ experiences. There were many advantages which display that there might be a lack or shortage in linguistic support and in multilingualism becoming a norm in the Finnish comprehensive school.
  • 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.
  • Hanni, Mari (Helsingin yliopisto, 2019)
    Tiivistelmä - Referat – Abstract Objectives. The aim of this study is to analyze and interpret team-teachers' perceptions of co-teaching within a craft education project, in co-operation with Helsinki University´s Co4Lab-research. Co-teaching is commonly understood as a teaching method, where two or more teachers equally share the responsibility of planning, implementation and evaluation of teaching. There are many methods of co-teaching and it is said that team-teaching is the most intensive and well-developed method. The study explains how team-teaching is co-planned and arranged and how it has developed during the project. The main part of the study is give a voice to teachers who are doing co-teaching together. As a result, the study also gives examples of co-teaching methods used in a craft education project. Methods. A total of 4 teachers from one metropolitan area elementary school took part in this study. Three of the participating teachers were class teaches and one was a craft teacher. The teachers were interviewed in the summer of 2017, using a semi-structured theme interview and the research material was analyzed using qualitative content analysis. There was also limited documentation from the Co4Lab-research, collected earlier by other researchers. Results and Conclusions. The study highlighted that team-teaching is a very functional method of teaching in a craft project. Team-teaching has slowly develop good choice by the years teachers has used it as a teaching method. Co-planning and teamwork has got easier year by year, and teamwork has helped the leading of this kind of an educational project. The key elements of successful team-teaching were well-arranged co-planning, conversations with colleagues and the feeling of shared responsibility of teaching and evaluation. Collegial support was an essential part of team-teaching. Whenever teachers felt that they did not know enough about the technical craft details of the project, they could rely on their team-member and learn from each other. Some teachers had other strengths; such as giving more support in education, structured teaching and schedules. It doesn´t take so much time to co-teach: small conversations with a team partner can lead to successful team-teaching.
  • Palomäki, Anne-Maria (Helsingfors universitet, 2011)
    Teachers work is changing from independent work towards a collegial cooperation, and one form of cooperation can be co-teaching. Co-teaching is also discussed in the three level model of supporting in Special education strategy (Ministry of Education 2007). Efforts have been made to increase co-teaching in Helsinki with the help of a merit pay system. The purpose of this study is to describe teachers' roles in planning, implementing and evaluating co-teaching and to resolve how teachers have ended up with these roles, what advantages and disadvantages there are in different roles and what kind of roles are experienced meaningful. This study is made from a class teacher or a special class teacher point of view. The research material was collected using a qualitative web-inquiry in Autumn 2010. The questionnaire was answered by 35 teachers. The material was studied using content analysis methods. Three different co-teaching roles were formed on the basis of the research material. These roles differ in the way of dividing responsibility of planning and implementing co-teaching. Responsibility Sharers divided the responsibility evenly, Primary Responsible had one teacher with main responsibility and Single Responsible had only one teacher having all the responsibility of planning and teaching. The more responsibility the class teacher had, the more the special education teacher was limited to answer for students with special needs. Distribution of work with Responsibility Sharers was mostly based on good cooperation, while Primary Responsible and Single Responsible had work distribution mostly affected by absence of common planning time. The most satisfied with their co-teaching roles were the Responsibility Sharers, while the Single Responsible were the most unhappy group. However, it seems that individuals' persona affects to what kind of co-teaching was experienced meaningful.
  • Makkonen, Olli (Helsingfors universitet, 2017)
    Tutkimuksen tavoite on selvittää, millaista tukea sosiaali- ja terveysalan ammatillisessa koulutuksessa opiskelevat ulkomaalaistaustaiset opiskelijat saavat S2-opettajalta, joka toimii ammatillisen opettajan työparina samanaikaisopetuksessa. Samanaikaisopetus tarkoittaa pedagogisia ratkaisuja, joissa opettajan roolin jakaa kaksi luokkahuoneessa yhteistyössä toimivaa opettajaa. Tutkimuksessa haettiin vastauksia kahteen tutkimuskysymykseen: miten kielenopettaja voi tukea opiskelijoita ymmärtämään ammatillisen opettajan opetusta ja mitä muuta hyötyä opettajat ja opiskelijat kokevat samanaikaisopetuksesta olevan. Tutkimus pyrki löytämään vastauksia siihen, mitkä olisivat kaikkein hyödyllisimmät kielenopettajan antamat tukimuodot samanaikaisopetuksessa. Tutkimusaineisto koostuu yksilöhaastatteluista, jotka on kerätty kahdelta täysin ulkomaalaistaustaisista opiskelijoista koostuvasta ryhmältä ja ryhmän opettajilta. Haastateltaviksi oli valittu viisi opettajaa ja yhdeksän opiskelijaa. Aineisto analysoitiin laadullisen sisällönanalyysin menetelmällä, jolla pyrittiin selvittämään, mitä oppimista tukevia kielenopettajan toimintatapoja ja muita samanaikaisopetukseen liittyviä asioita informantit olivat koulutuksen aikana tunnistaneet. Tutkimuskysymyksiin liittyvät aineiston osat litteroitiin ja järjestettiin yhteisten teemojen mukaisiin luokkiin. Tutkimuksen teoreettinen viitekehys on sosiokulttuurinen teoria, jonka keskeisiä käsitteitä ovat lähikehityksen vyöhyke ja scaffolding, eli oppimisen oikea-aikainen tuki. Sosiokulttuurisessa ajattelussa toisen kielen oppiminen nähdään vuorovaikutuksena, jossa keskeistä on oppijan lähikehityksen vyöhykkeen tunnistaminen ja oikea-aikaisen tuen antaminen. Toisen kielen oppimisessa lähikehityksen vyöhykkellä tarkoitetaan kielitaitoa, jota oppija ei vielä osaa itsenäisesti käyttää mutta johon hän opettajan oikea-aikaisella tuella yltää. Tutkimuksen päätulos oli, että ulkomaalaistaustaiset opiskelijat kokivat saavansa kielenopettajalta eniten oppimisen oikea-aikaista tukea opetuksen ymmärtämiseen, kun kielenopettaja selitti ammatillisen opettajan käyttämiä uusia ja vaikeiksi koettuja sanoja. Muita opiskelijoiden suoraan kielenopettajalta saamia tuen muotoja olivat ammattikieleen liittyvän sanaston, kieliopin ja viestintätaitojen opetus. Aineistosta ilmeni myös, että kielenopettajan osallistuminen ammatilliseen opetukseen koettiin hyödylliseksi muutenkin kuin S2-opetuksen kannalta. Kielenopettaja pystyi edistämään oppimista epäsuoran tuen keinoin osallistumalla ryhmän ohjaamiseen ammatillisen opettajan kanssa, toimimalla mallina selkokielen käytöstä opetuksessa ja vaikuttamalla positiivisesti ryhmän ilmapiiriin. Tutkimustulokset osoittivat, että kielenopettajan ja ammatillisen opettajan yhteistyö samanaikaisopetuksessa nähtiin tärkeänä ja tarpeellisena. Ammatilliseen koulutukseen osallistuvien ulkomaalaistaustaisten opiskelijoiden määrän kasvaessa tarvitaan tehokkaita keinoja edistää ammatillisen kielitaidon kehittymistä opintojen aikana, jotta sen puutteesta ei olisi estettä opiskelulle, tutkinnon suorittamiselle ja työllistymiselle.