Communication and teacher-student interaction in primary education in Chile and Finland : A comparative study of national curriculums as instruments of education policies

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dc.contributor Helsingin yliopisto, Valtiotieteellinen tiedekunta fi
dc.contributor University of Helsinki, Faculty of Social Sciences en
dc.contributor Helsingfors universitet, Statsvetenskapliga fakulteten sv
dc.contributor.author Moreno Ramírez, Francisco
dc.date.issued 2017
dc.identifier.uri URN:NBN:fi:hulib-201906132852
dc.identifier.uri http://hdl.handle.net/10138/302904
dc.description.abstract As in many countries, education in Chile has been a huge problem for authorities and researchers. Over time, there have been many attempts to improve quality, but with little to no success. It is difficult to find the main reason why Chilean education faces many problems. One reason could be the way teachers understand the policy instruments; the national curriculum, and how clear it is. However, it also could be related to the way of using skills related to communication in general, and teacher-student interaction in particular. My assumption is they have been ignored or under considered as part of the teaching process. Some experts have recognized the relevance of communication and teacher- student interaction, because of the significance of reciprocity. It has a very crucial role for effective teaching and learning to take place (Arthur, Gordon, & Butterfield, 2003). This is an in-depth research into both systems of education, a comparative and qualitative investigation that aim to analyse guidelines for teachers and principals. This research will collect data through the analysis of both national curriculums, to see how these terms are mentioned and described in them as part of the guidelines of every taught subject, and how many of these teaching methods include teacher-student interaction. For this reason, the purpose of my thesis is to analyse how the elements of communication and teacher-student interaction are presented in the official curriculums of Chile and Finland. Although the analysis of documents is the main source of data, this investigation considers also the observation to understand the dynamics in the classroom, despite being only an illustration. en
dc.language.iso eng
dc.publisher Helsingin yliopisto fi
dc.publisher University of Helsinki en
dc.publisher Helsingfors universitet sv
dc.subject Education
dc.subject Communication
dc.subject teacher-student interaction
dc.subject education policy
dc.subject Chile
dc.subject Finland
dc.title Communication and teacher-student interaction in primary education in Chile and Finland : A comparative study of national curriculums as instruments of education policies en
dc.type.ontasot pro gradu -tutkielmat fi
dc.type.ontasot master's thesis en
dc.type.ontasot pro gradu-avhandlingar sv
dc.subject.yso Education und
dc.subject.yso communication und
dc.subject.yso Interaction und
dct.identifier.urn URN:NBN:fi:hulib-201906132852
dc.subject.specialization Governance, Organizations and Communication fi
dc.subject.specialization Governance, Organizations and Communication en
dc.subject.specialization Governance, Organizations and Communication sv
dc.subject.degreeprogram Globaalin politiikan ja kommunikaation maisteriohjelma fi
dc.subject.degreeprogram Master's Programme in Global Politics and Communication en
dc.subject.degreeprogram Magisterprogrammet i global politik och kommunikation sv

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