Browsing by Subject "teacher training"

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  • Valtonen, Katja (Helsingin yliopisto, 2021)
    Lukivaikeus on verrattain yleinen oppimisvaikeus, johon jokainen opettaja luultavasti törmää uransa aikana. Koska lukivaikeuden taustalla on kielitietoisuuteen ja erityisesti äännetietoisuuteen liittyviä ongelmia, se aiheuttaa erityisiä hankaluuksia lukemisen ja kirjoittamisen lisäksi myös vieraiden kielten oppimisessa. Näin ollen olisi tärkeää, että vieraiden kielten opettajat ymmärtäisivät lukivaikeuden taustoja sekä eriyttämiskeinoja, jotka hyödyttävät erityisesti lukivaikeudesta kärsiviä vieraiden kielten oppijoita. Siksi tämän tutkimuksen tarkoituksena oli kartoittaa suomalaisten englanninopettajien kokemuksia lukivaikeuteen liittyen. Tutkimuksen tavoitteena oli selvittää, (1) mitä englanninopettajat tietävät lukivaikeudesta ja mistä he ovat tietonsa saaneet, (2) millaisia asenteita heillä on lukivaikeudesta kärsiviä oppilaita ja opiskelijoita kohtaan, (3) millaisina he näkevät lukivaikeuden vaikutukset englannin oppimiseen ja (4) miten he ovat ottaneet lukivaikeuden huomioon opetuksessaan. Kysymyksiin etsittiin vastausta kyselytutkimuksen keinoin. Kyselyä jaettiin sosiaalisessa mediassa ja sen täyttäminen tapahtui internetissä. Kaikki osallistujat (n = 72) olivat muodollisesti päteviä opettajia ja opettivat englantia suomenkielisissä alakouluissa, yläkouluissa, lukioissa ja/tai ammattikouluissa. Kyselyllä kerätty aineisto sisältää sekä määrällisiä että laadullisia tietoja. Määrällinen aineisto analysoitiin deskriptiivisin tilastollisin menetelmin ja laadullinen aineisto sisällönanalyysin keinoin. Tutkimukseen osallistuneilla opettajilla oli verrattain hyvä tietämys lukivaikeudesta, vaikkakaan he eivät kokeneet omaavansa tarvittavaa tietotaitoa lukivaikeudesta kärsivien oppijoiden tukemiseen. Lukivaikeutta ei joko ollut käsitelty ollenkaan tai ei riittävästi osallistujien opettajaopinnoissa. Sen sijaan osallistujat olivat saaneet tietonsa lukivaikeudesta muista lähteistä, kuten erityisopettajalta tai kirjallisuudesta oman aktiivisuutensa turvin. Osallistujien asenne lukivaikeutta ja siitä kärsiviä oppijoita kohtaan oli laajasti ottaen positiivinen. Opettajan näkökulmasta lukivaikeus vaikeuttaa englannin oppimista sanaston, kieliopin, kirjoittamisen, lukemisen, kuuntelun, ääntämisen ja äänne-erittelyn osalta. Oppijoilla saattaa myös olla erilaisia negatiivisia tunteita itseään, kieliä tai oppimista kohtaan. Lisäksi lukivaikeudesta kärsivät tarvitsevat enemmän aikaa tehtävien tekemiseen kuin luokkatoverinsa. Lähes kaikki osallistujat ovat ottaneet lukivaikeuden huomioon opetuksessaan esimerkiksi eriyttämällä arviointia, materiaaleja ja opetustaan. Osallistujille tutuimpia eriyttämisen keinoja olivat arvioinnin eriyttämiseen liittyvät keinot sekä sellaiset keinot, joita yleisesti käytetään kaikkien oppimisvaikeuksien huomioinnissa ja kaikkien oppiaineiden opetuksessa. Osallistujille vähemmän tuttuja olivat opetuksen eriyttämiseen liittyvät keinot, joita suositellaan nimenomaan lukivaikeudesta kärsiville vieraiden kielten oppijoille. Tutkielmassa pohditaan, miten hyvin opettajakoulutus valmistaa opettajia käytännön työhön, ja kritisoidaan sitä lähtökohtaa, että lukivaikeudesta kärsiviä kielten oppijoita tuetaan kouluissa ensisijaisesti arvioinnin keinoin oppimisen edesauttamisen sijaan.
  • Niemi, Reetta (2019)
    Background: The new core curriculum for basic education in Finland emphasises the interrelation between learners’ participation and multidisciplinary learning. Each learner must be provided with an opportunity to join at least one multidisciplinary learning module each year. Hence, student teachers also implement a multidisciplinary learning module as part of their teaching practice at the University of Helsinki. Aim: In this article, I describe how two multidisciplinary learning modules were implemented by four third-year student teachers in a teacher training school and how they were educated to analyse the different forms of participation in their teaching. Setting: The research question of this article is as follows: How do different teaching practices used in multidisciplinary learning modules support learners’ participation? Methods: The data of this study consist of two documentation forms: two semi-structured group interviews and a field note diary. Results: The results showed that most of the practices used in multidisciplinary learning modules supported an active joining form of participation and a collaborative form of participation. In the multidisciplinary learning modules, a child-oriented form of participation was supported through practices that related to creating artistic learning outcomes; however, no practices supported a child-led form of participation. Conclusion: In this study, the student teachers learned to analyse the different forms of participation in their teaching. Nevertheless, more data about the workability of the mentoring method in other contexts are needed.
  • Morselli, Daniele; Costa, Massimiliano (2015)
    The article presents a model for teacher training on enterprise education based on the Change Laboratory workshops. Around the world, and in Europe with initiatives such as the Europe 2020 strategy,entrepreneurship education has become a top priority. Starting from European documents and the capability approach, the article defines entrepreneurship in an extended and agentive way as the ability to act, and explains the diff erences existing between enterprise and enterprise education. The models for entrepreneurship education in the literature exploit learning theories that see learning as a phenomenon internal to the individual. The theory of expansive learning, on the other hand, considers learning as a collective phenomenon that brings innovation and change of practices, and the Change Laboratory provides formative intervention triggering expansive learning. By participating in the entrepreneurial laboratories, a variation on the Change Laboratory for enterprise education, teachers can learn to promote a sense of initiative and entrepreneurship and become themselves entrepreneurial. It is concluded that there is a lack of terminological precision in entrepreneurship education, and that the two forms should be distinguished.
  • Köykkä, Katariina (Helsingfors universitet, 2017)
    Introduction. Sedentary behaviour, i.e. sitting or reclining without being otherwise physically active, has been associated with serious health consequences, independent of moderate to vigorous physical activity. Schooldays include long periods of uninterrupted sitting and schools have been recognized as a promising setting for health promotion interventions. Let’s Move It intervention was developed to reduce vocational school students’ sedentary time. As teachers have large potential to regulate students’ sedentary time in classrooms, they were trained by Let’s Move It facilitators in three 90 minute workshops to 1) decrease their students’ total sedentary time and to 2) introduce breaks to sedentary time in classrooms by using active teaching methods and activity breaks.Teacher training also included habit formation components to create sustained habitual behaviours in providing sedentary behaviour reduction for students. This study evaluates the effectiveness of the Let’s Move It teacher training, teachers’ engagement with the habit formation components, and the habit formation processes. Methods. A cluster randomised controlled trial with one intervention arm (Let’s Move It workshops for teachers) compared with a control arm (no treatment) was conducted in six school units. Altogether 236 eligible teachers were identified, of whom 118 were allocated to intervention arm and 116 to control arm. In the intervention arm, 64 teachers received the intervention. Baseline and 8-week follow-up data was collected with online questionnaires. Results. The Let’s Move It workshops for vocational school teachers were effective in increasing teachers’ reported use of classrooms sitting reductions strategies and frequency of introducing breaks to students’ sitting, but not frequency of reducing students’ total sitting time. Only 15.5 % of intervention arm teachers used habit formation techniques frequently. However, the habit formation techniques the teachers reported having used were mostly optimal for habit formation. Use of habit formation techniques was not correlated with sitting reduction automaticity. However, use of habit formation techniques was positively correlated with both use of sitting reduction strategies and frequency of reducing students’ total sedentary time. Discussion. The Let’s Move It intervention was successful in increasing vocational school teachers’ use of classroom sitting reduction strategies. Even though this study could not indicate habit formation techniques’ effectiveness in making teachers’ classroom sitting reduction practices habitual, it indicated that habit formation has potential to aid teachers’ behaviour change in this context. Further research is needed to establish acceptability, feasibility and effectiveness of habit formation in teachers’ classroom sitting reduction training.
  • Morselli, Daniele (2016)
    ABSTRACT One of the issues concerning the literature in entrepreneurship education is that the same terms are used in different ways. The article proposes to differentiate between the educational aspects of entrepreneurship and the training aspects. Entrepreneurship education, the general term embedding the others, is divided into enterprise education and entrepreneurial training. Drawing from the literature, the article proposes five important dimensions of the teacher educating for enterprise: enterprising didactics, teaching and evaluating the sense of initiative and entrepreneurship in the students, partnerships inside and outside the school, educating students for enterprising attitudes, being enterprising teachers in a life wide perspective. The article shows a questionnaire based on the five dimensions which was given to secondary teachers in an Italian technical institute. Results suggests that in the Italian technical institutes there is a lot of work to be done to have the teachers being enterprising and educating for enterprise.
  • Haatainen, Outi Maria; Turkka, Jaakko Samuli; Aksela, Maija (2021)
    To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.
  • Anttila, Eeva (Taylor & Francis, 2018)
    Physical Education and Sport Pedagogy
    The responsibilities of physical education teachers are responding to increased migration and wider political shifts in Europe. How might tertiary institutions prepare the next generation of PE teachers to address issues of social inclusion and cultural pluralism? This article critically reflects on an experiential learning intervention in Jyväskylä, Finland, in which trainee PE teachers facilitated kinaesthetic language-learning workshops for asylum seekers. We focus on how this intervention may have transformed the trainee PE teachers’ understandings and expectations of their emerging professional identities. We interpret the trainee PE teachers’ written accounts of the experience through contemporary theories of acculturation.
  • Morselli, Daniele (2017)
    This article tackles the issue of enterprising teachers and how they can educate for the key competence of the sense of initiative and entrepreneurship as a cross curricular subject. It analyses the literature on entrepreneurship and enterprise education, didactics, competence and key competences. The article defines five aspects critical to teaching the sense of initiative and entrepreneurship. These are expanded upon a questionnaire and administered as structured interviews with a group of Italian secondary teachers and workshop assistants. Results show how the interviewees make sense of and teach enterprise education according to their role and the subject they teach.