Browsing by Subject "yhteisopettajuus"

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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.
  • Hyrk-Bernard, Saara (Helsingfors universitet, 2016)
    The research aim was to find out how the reality of the inclusive classroom presents itself from the teacher's perspective. Two research questions were formulated. Firstly: Is inclusion being achieved in the classroom? Secondly: What are the enablers and the obstacles of inclusion in this particular class? For the purpose of this study, the following themes were defined: the support needed to get to inclusion, the evolution of the teachers to be teaching in an inclusive class and the actualization of inclusion. The history of special education gives an insight to understand better how the education system in Finland has been formed and why is it that the values of inclusion have not been accepted yet in mainstream schools. According to the philosophy of inclusion, all of us should have equal rights and everyone should be treated with fairness. Schools and educators should support and educate the students so that positive attitudes are being built and everyone is supported to be socially active. Everyone should also have the right to be supported individually as well as to be accepted in a group as a member of society. This paper aims at providing results of research based on these main points of inclusion philosophy. Co-teaching proved to be an important part of the inclusive class and it was covered as a part of the research. The nature of this research is a qualitative case study and the focus group included a principle and two teachers. According to the tradition of fenomenographic research, the focus is on understanding an individual's perception of life and how its reality is understood and experienced. The content was analyzed by using the fenomenographical methods and more precisely those of content analysis. The material was gathered by asking the participants first to write a guided essay and then take part in a semi-structured interview. The results show that inclusion can have both positive and negative effects. Amongst the positive ones we noticed that being different was accepted in the class and everyone really belongs to the group. All the students also benefited from having more adults in the class while tasks were individualized for the students with special needs. The teachers involved claimed that without these resources, they could no longer continue teaching like they have done. However, the teacher's opinions also diverged from the inclusive teaching doctrine in two well-defined matters: All students cannot be taught in the same group, exceptions should be taken into account and the students should have the right to go to a school in their proximity.
  • Tornberg, Enni-Greta (Helsingin yliopisto, 2018)
    Goals. Along inclusive thinking ever more students’ equality and participation has been higlighted in Finnish education system. Finland like numerous other countries has signed many international agreements, such as Salamanca statement and United Nations convention on the rights of persons with disabilites. The development of education according to these agreements has been exposed in many public records in last decades. Variable school culture sets new challenges to teachers and above all requires collaboration between teachers. Co-teaching is one way to react to the challenges of school culture. Goal of this study is to set co-teaching into larger context and investigate what kind of meanings class teachers give to co-teaching and how they react to co-teaching. The purpose of this study is in co-teaching between special education teacher and class teacher. Methods. This research is qualitative research. Research material has been obtained by interviewing three elementary school teachers in Oulu area. Interviews were carried out as theme interviews. The duration of interviews varied between 25 minutes to 45 minutes. The material has been analyzed with qualitative content analysis. Results and conclusions. In this study class teachers’ attitude for co-teaching was found positive. They saw co-teaching to be compatible with inclusive teaching. Teachers emphasized the role of pedagogical leadership in executing the co-teaching. School’s pedagogical administration can support co-teaching by structural arrangements, changing the working culture and by increasing awareness of co-teaching. Co-teaching also caused contradictions. The teachers saw, that disagreements were induced by division of roles as well as interactional contradictions. Conflicts were mainly clarified by discussing. The key points of solving contradictions had been changing the way of acting, self-improvement and support from principal.
  • 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.
  • Makkonen, Kirsi; Thuneberg, Helena; Jahnukainen, Markku; Hotulainen, Risto (2019)
    Tässä artikkelissa raportoidaan kolmivuotisen tutkimusprojektin tuloksia, jossa oppilaiden matematiikan osaamista seurattiin yläkoulun ajan seurannan pääpainon ollessa kymmenjärjestelmän perusteiden hallinnassa. Koekoulussa oppilaiden (n=153) opetus toteutettiin painotetun opetuksen luokkia lukuun ottamatta oppilaiden oppimistarpeen pohjalta muodostetuissa joustavissa oppimisryhmissä, ja erityisopetuksen työmuotona oli matematiikan aineenopettajan ja erityisopettajan yhteisopetus. Kontrolliryhmän muodosti toisen yläkoulun oppilaat (n = 58). Toistomittauksissa käytettiin Kymppi 2-kartoitusta, ja aineistoa analysoitiin sekä parametrisesti että epäparametrisesti. Peruskoulun lopussa oppilaiden osaamista arvioitiin parametrisesti matematiikan opetussuunnitelman keskeisiä sisältöjä mittaavalla KTLT-testillä. Oppilaan oppimistarpeen pohjalta muodostetuissa oppimisryhmissä, joissa erityisopetuksen tuki toteutui pääosin yhteisopettajuutena, matematiikassa heikosti menestyvien oppilaiden kymmenjärjestelmän hallinta ja peruskoulun matematiikan opetussuunnitelman tavoitteet saavutettiin paremmin kuin kiinteissä perusopetusryhmissä erityisopetuksen tuen toteutuessa pelkästään osa-aikaisen erityisopetuksen tukemana. Merkittävänä tuloksena voi pitää sitä, että koekoulun joustavissa oppimisryhmissä opiskelleiden suoriutumisen ero kymmenjärjestelmän hallinnassa ei kasvanut verrattuna parhaiten menestyneisiin painotetun opetuksen oppilaisiin toisin kuin kontrollikoulussa. Tutkimusprojektin aikana tuli esille, että osa oppilaista tarvitsi vielä pienempää oppimisryhmää kuin yhteisopettajuusryhmissä oli mahdollista tarjota: Erityisopetuksen työmuotojen tulee olla joustavia ja monipuolisia.
  • Lemminkäinen, Anna (Helsingin yliopisto, 2020)
    Through the strengthening of the inclusive ideology, Finnish primary school general education classes have an increasing number of students, who have different learning related needs for support. Due to this, the cooperation between general and special education has increased and schools have developed many practices to teach inclusive classes. One of these practices that has been noticed effective is co-teaching, which has not yet been widely adapted in Finland. The basis of this study is, how co-teaching abilities of future teachers can be supported already in the student teachers’ education phase and teaching practice. The study examines general and special education co-teaching executed in teaching practice. The study investigates the experiences of special education, class and subject student teachers regarding co-teaching executed in teaching practice. Additionally, the possible future development points of co-teaching in teaching practice will be examined on the basis of the students’ experiences. The study is a qualitative case study, which material was collected through two methods of data collection: questionnaire forms and interviews. The material was collected from special, class and subject student teachers, who carried out co-teaching lessons in teaching practice at the Viikki Normaalikoulu of the University of Helsinki in November and December of 2018. The questionnaires were answered by fifteen (15) student teachers after which six (6) of these students were interviewed. Both, the responses of the questionnaire and the transcriptions of the interviews, were analyzed with a data directional content analysis approach. The study shows that a part of the students felt co-teaching in the teaching practice gave them good readiness to utilize co-teaching between general and special education after their studies in the working life. However, not all of the students felt that the teaching practice sufficiently supported their readiness for coteaching. The obscurity regarding the role of the special education student teacher in co-teaching lessons and the lack of utilizing the expertise related to special education in planning and execution of the lessons were considered as main challenges. In cases where the students did not plan the co-teaching lesson together, the role of the special education student teacher was to maintain a peaceful environment and to take on different assisting tasks. The study shows that the students had very different impressions on what co-teaching is. The conclusion regarding the development of teaching practice in this study is that the supervision concerning co-teaching should be developed especially in the part of the following fields: increasing knowledge regarding the students’ co-teaching, coaching for co-teaching lessons and the students’ equal possibilities for feedback after a co-teaching lesson. With these means, the fruitful execution of co-teaching could also be supported in the long run in Finnish primary schools.