Browsing by Subject "teachers' beliefs"

Sort by: Order: Results:

Now showing items 1-3 of 3
  • Oksanen, Susanna; Hannula, Markku S. (Suomen ainedidaktinen tutkimusseura ry, 2013)
    Suomen ainedidaktisen tutkimusseuran julkaisuja : Ainedidaktisia tutkimuksia
    The purpose of this study was to investigate Finnish mathematics teachers’ beliefs about teaching and teachers as expressed through metaphors. Because teachers’ beliefs play a significant role in their teaching, it is important to recognize those beliefs. Metaphors provide insights into beliefs that are not explicit or consciously held. In this study we investigated what kind of metaphors Finnish mathematics teachers in different schools and in different stages of their careers use. This study focused on Finnish 7-9 grade mathematics teachers’ (n=70) metaphors about teacher. The metaphors were classified into five categories: teacher as a subject specialist, teacher as a pedagogue, teacher as a didactics expert, self-referential and contextual metaphors. Teacher as a didactic expert was the most frequently used metaphor (49%). The information gained from this metaphor analysis show teachers’ beliefs about themselves. Changing teachers’ beliefs can help to change teachers’ behaviours and in such way improve teaching and learning process.
  • Benjamin, Saija; Salonen, Visajaani; Gearon, Liam; Koirikivi, Pia; Kuusisto, Arniika (2021)
    Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E’s focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people’s views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people’s views (n=3617) in relation to the safe spaces, through online survey data gathered as a part of our larger four-year research project Growing up radical? Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution.
  • Kramer, Martin; Engestrom, Ritva (2019)
    This article investigates teachers’ beliefs – addressed here as worldviews – in the context of educational change. The intention is to develop a dynamic approach according to which worldviews are professional resources of meanings and personal constructs. We questioned what constitutes their ‘mental realm’ and how they, referring to subjective realities of a person’s world construction, can be conceived as collective and professionally shared. The topic was tackled theoretically in the frame of a cultural-historical approach to mind in which we drew upon insights of the integrative concept of meaningful activity. Worldviews were addressed in a school-based development of a secondary school in Austria when the teachers were updating their school’s profile. A special interview method (Ultimate Meanings Technique, UMT; Leontiev, 2007) was used to assist teachers and mediate their discussions on worldviews. In the findings, we propose methodological ideas for addressing ‘the mental’ and approaching worldviews as a type of tertiary artefacts, discuss the role of the UMT interviews in the school-based development and draw attention to a historical tension inside professional vision. The article underlines the importance of worldviews for creating historically responsive space of core meanings and for strengthening professional power of educators’ taking agency for change.