Browsing by Subject "yhteisopetus"

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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.
  • 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.
  • 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.
  • Virkkunen, Noora (Helsingin yliopisto, 2019)
    Because of inclusive school system a wide group of pupils with different challenges are met in craft education groups. Inclusive craft groups will also have an influence on teachers’ job descriptions. Theoretical literature and previous research suggests co-teaching as one way to support inclusion in schools. The aim of this study was to illustrate craft teachers’ experiences when teaching inclusive craft groups. The study also illustrates the assistance needed by the craft teachers. In addition to teachers experiences the purpose of this study is to describe craft teachers’ opinions about co-teaching with special education teachers. This study was fulfilled as a qualitative survey research. The research call and the questionnaire were distributed to craft teachers via the Internet. The survey contained both closed and open questions as well as a section on teachers' background information. Altogether 46 craft teachers participated in the study. Qualitative content analysis was used to analyze teachers' responses. Teachers felt that inclusive craft groups were challenging in terms of the quality of teaching and the well-being of pupils and teachers. Additional support was rarely available in the inclusive craft groups. Teachers felt that they could use the assistance provided by special education teachers during and outside lessons. Craft teachers saw many benefits when co-teaching with special education teachers, however collaboration between craft teachers and special education teachers was uncommon/unusual. Limited special education resources in craft education is a major challenge for co-teaching and special educators support in the craft lessons. Based on the results of this research, the real inclusion in the craft education where students get needed support, is rarely true and the situation will not change without additional resources and support in craft education.
  • Wallinmaa, Venla (Helsingin yliopisto, 2020)
    This thesis aims to examine teachers’ conception and experiences of co-assessment. School assessment is a surface issue right now. New curriculum in 2014 shifted the focus from the assessment of pupils to the assessment of learning. The new curriculum did not work as well as hoped, so chapter 6 assessment of learning was renewed. The newest version which aims to increase equality will be implemented in the autumn of 2020. Teaching has traditionally been seen as independent work done alone. Co-teaching is a method where two or more teachers plan, teach and assess together in equal collaboration. Studies have shown that the benefits of co-teaching are worth pursuing. The concept of co-assessment was derived from the key concepts of the thesis. The purpose of the study is to examine teachers' perceptions of co-assessment as well as its benefits and challenges. The research was carried out with a phenomenographic research approach. The research material was collected through interviews with 13 teachers in an elementary school in Vantaa. The semi-structured group interviews were held in April 2019. The material was analyzed with phenomenographic analysis. Teachers described co-assessment as a formative and summative assessment. Co-assessment was carried out everyday life and in planning of assessment in various ways. Co-teaching teams also split assessment tasks. Teachers spoke about formative assessment a little bit more than about summative assessment. Formative co-assessment was seen as more diverse and there were more differences of opinion. Conceptions of summative co-assessment were more similar. According to the teachers the challenges of co-assessment are related to time, teamwork, differences of opinion and pupil-related worries. Co-assessment benefits both teachers and pupils. Co-assessment provides an opportunity to improve well-being at work and simplify assessment. Co-assessment is higher quality and more equitable for students. The benefits were related to the challenges in many ways, and were perceived as mitigating them.
  • 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.