Browsing by Subject "fenomenografia"

Varhaiskasvatuksessa pääsääntöisesti ulkoillaan aamupäivällä sekä iltapäivällä. Ulkoilulla on tärkeä merkitys lapsen kasvulle, kehitykselle sekä oppimiselle. Tutkimuksessa tarkastellaan, mitkä seikat vaikuttavat varhaiskasvatuksen opettajan päätökseen ulkoilusta sekä tarkastellaan varhaiskasvatuksen opettajien asenteita ja käsityksiä lapsiryhmän ulkoilusta. Suomessa on tehty jonkin verran tutkimuksia ulkoilun merkityksestä ja sen tuottamista hyödyistä. Kuitenkin melko vähän on tutkittu varhaiskasvatuksessa tapahtuvaa ulkona toimimista ja syitä miksi ulkoilusta mahdollisesti luovutaan. Tutkimus on laadullinen tutkimus, jossa hyödynnetään fenomenografista menetelmää. Tutkimuksen aineisto on kerätty puolistrukturoiduilla teemahaastatteluilla. Haastatteluja toteutettiin seitsemän kappaletta (n=7). Vapaaehtoiset haastateltavat löytyivät varhaiskasvatuksen sosiaalisenmedian kanavista. Lisäksi haastateltavia valikoitiin myös ns. lumipalloefektillä. Kaikki haastateltavat ovat työskennelleet vähintään vuoden varhaiskasvatuksessa sekä ovat tällä hetkellä töissä varhaiskasvatuksessa. Tulosten perusteella varhaiskasvatuksen opettajat eivät osanneet kuvata kuin hyvin ohuesti sitä, mitä paikallisessa varhaiskasvatussuunnitelmassa todetaan ulkoilusta. Haastattelujen perusteella varhaiskasvatuksen opettajat kyllä hahmottavat ulkoilun osana arkipäivää, mutta ulkoilua koskeva puhe on osin negatiivista. Tutkimuksen perusteella ulkoilu on toiminto, joka toteutuu parhaiten, mikäli varhaiskasvatuksen opettaja itse arvostaa ulkoilua. Yksittäisen varhaiskasvatuksen opettajan asenteen lisäksi koko työyhteisön jaettu asenne sekä käsitykset vaikuttavat ulkoilun toteutumiseen, sillä varhaiskasvatuksen työyhteisöissä näyttää vallitsevan sanaton kulttuuri siitä, että iltavuorolaiset saavat päättää ulkoilusta.

In the spring of 2020, primary school students were transferred to distance education for health safety reasons. Distance education environments were set up from a wide variety of teachers’ and schools’ starting points at the expense of equality. The need for design-based research on IT-mediated teaching expanded from adult education environments to primary school, where the importance of self-determination was emphasized. The purpose of the study was to form recommendations for the primary school distance education provider by looking at the experiences of the guardians. For the description of distance education arrangements during the 2020 state of emergency this is a case study, and a design research for the development of distance education recommendations. The foundations for the thematic analysis was the theoretical distance education description by Simonson and Seepersaud (2019). The secondary data was received from an extensive national distance education and well-being project. 526 Helsinki-based guardians’ multi-perspective open text form responses were demarcated for examination. In the phenomenographic research method, experiences of the guardians were summarised using quantification. Recommendations for teachers, education organisers and guardians were formed through interpretation of the data. The perspective of guardians was well suited for the educational design research. According to the results, the most challenging situation in distance education was caused by weak selfdeter-mination of primary school aged children, which was best supported with the help of the teacher, if not the pupils’ own parent. Inequality was highlighted both in the quantity and quality of teaching provided by the teacher and in the home's ability to support the child. Surprisingly, the results described the normal conditions of modern school as a scene of noise, fears, bullying, stress and strain. About 10 % of guardians described distance education as a better learning environment for their child compared to normal conditions. As a guideline based on the design research, it is recommended that the primary school teacher provides daily support and assessment for the pupil, instructions available to the pupil, contact at home - but flexibly to case-by-case and depending on the teacher's competence, and continually developing one's own work.

The aim of this study was to find out what kind of perceptions about three-step support model parents have. Participating families and parents were those whose children got intensified or special support in early childhood education. To clarify parents' perceptions sub-questions in this study were: 1) how well do the parent's know the concept of a three-step support model, 2) what kind of perceptions parents have of the support their child received, 3) what participating parents think of educational partnership and finally 4) what kind of feelings parents have of support. This topic is accurate, because the three-step support model has been used only four years, since 2011. Parents conceptions of this topic hasn't been really surveyed yet. However, strengthening the parental involvement is mentioned more and more in various national documents, f.ex in National core curriculum for Pre-primary and Basic Education which is currently in process. So the need for this study is evident. The theoretical framework of this study reviews development and learning support in early childhood education, the three-step support model as an intervention and educational partnership. Educational partnership is looked especially through the ecological theory of Bronfenbrenner. The data was collected by using semi-structured interviews. Twelve parents, whose children were receiving intensified or special support in early childhood education, were interviewed in this study. The methodological approach in this study was phenomenography and the data was analysed with phenomenografic analysis using Atlas.ti program as a tool. Phenomenographic survey research results can be considered as analysis generated "outcome space". The upper-level categories in outcome space were Parents' varying awareness of three-step support model, Parents' perceptions of the child's support, Many forms of educational partnership and Spectrum of emotions. Based on the results of this survey can be concluded that parents involved know the three-step support model really variously and mostly quite poorly. Parents suggested that the concept of three-step support model should be clarified more to the families, despite the fact that parents were trustworthy that things goes well in practice.

Objectives. The objective of this study is to discover the meaning of being multi-skilled in everyday life for men, as well as to show how being multi-skilled is manifested and visible in their lives. The issue is topical in the sense that it is by no means a given anymore that it the smooth running of day-to-day life in the family is the responsibility of a woman. In addition, more and more households are formed by only one person. Furthermore, alternative types of housing are an increasingly important alternative to a traditional nuclear family, especially for young men. The basis of the study is a synthesis of skills based on the existing literature. This creates the opportunity to study the day-to-day lives of men from several viewpoints at once, and to create the basis for the concept of being multi-skilled. Methods. The empirical data used in the study was collected by conducting individual, semi-structured, thematic interviews with seven men between the ages of 21 and 59, living in the capital region or western Uusimaa. The data was analysed principally using qualitative methods in a theory-driven analysis with a phenomenographic approach. In order to increase the reliability of the results, the data was also submitted to quantitative analysis. The data collected in the first part of the survey was analysed based on the knowledge gained from source literature. In the second stage of analysis, larger skillsets were formed in order to describe the actual meaning of being multi-skilled. In the third stage of analysis the skills described by the men were organised into a description of what being multi-skilled is. At the same time, the whole concept became visible in their lives. The men interviewed in the course of the study came to be seen as "products" of their national culture, upbringing, education, life experiences, friendships and other aspects of their private lives. Results and conclusions. The results of this master's thesis show that the skills that men need to navigate their everyday lives can be described with the concept of being multi-skilled. The concept includes three individual factors: the skill of being a human, actual productive skills and a vision of skills to be learned in the future. Being multi-skilled appears in the lives of men as various social, functional and cognitive skills. The experience of doing things together and offering and receiving assistance was described as essential. It is possible to conclude that mastering everyday life via being multi-skilled is both the right and the duty of each person regardless of their gender.

In this study aims to clarify student teacher efficacy beliefs for teaching visual arts in elementary school. This study provides information about what kind efficacy experiences student teachers have in teaching visual arts, what kind of background factors student teachers believe to be context on their efficacy beliefs, what kind of emphasis studies about the visual arts didactics receive in background factors of these self-efficacy experiences. Previous studies show that the self-efficacy experiences regard to the visual arts are quit divergent among teachers and students. Student teachers self-efficacy experiences in visual arts, had studied earlier for, example Ann Welch (1995) and Lummis, Morris & Paolini (2014). Also Albert Bandura (1997) has divided, on his theory of self-efficacy, the efficacy determinants into four categories of information. The study was conducted at the University of Helsinki, Department of Teacher Education in the spring of 2016. The data was collected by interviewing five student teachers, who had completed the course of the visual arts didactics and in addition to the two of them is also studied optional visual arts course. The study was conducted qualitative study and phenomenographic research method. The data was analyzed by categorizing. The results show that students have a little bit uncertain experience about their efficacy and competency regarding the teaching of the visual arts in elementary school context. These efficacy experiences can be divided into both positive and slightly negative beliefs. However, all five felt that in the future they will be able to teach the visual arts as part of their future work. Although at the same time they felt that it is not their strongest subject that they will teach in the future. The biggest uncertainty ranges were up artistic skills as well as management of a practical teaching arrangements. However, at the same time for all responses reflected the idea that the teacher does not have to be ready when he/she completed his/hers studies. Student teachers believes that in the background of their efficacy beliefs are many different factors. These background factors of the sources of efficacy believes, can be divided into both positive and slightly negative. Both of the above-mentioned category includes the individual's which is has been a great role in individual's life. The positive experiences to support student teachers own teaching been obtained from past experience: own school experiences and teaching experiences. Also the courses of visual art didactics were considered to provide the capacity for teaching visual arts. The negative affect to the efficacy believes were experiences the beginning of the comparison and evaluation, which has led to the increasing self-criticism.

Tämä pro gradu –tutkielma on osa Turun yliopiston terveyttä edistävien pelien hanketta, jonka tavoitteena on tutkia pelien ja pelillistämisen mahdollisuuksia terveyden edistämisessä lapsilla. Tutkimuksen tavoitteena oli lisätä ymmärrystä leikki-ikäisten lasten käsityksistä kasviksista, hedelmistä ja marjoista, niiden käyttötarkoituksista sekä mahdollisuuksista vaikuttaa tai osallistua niiden hankintaan ja käyttöön. Tutkimusongelma oli kolmena osa-alueena: kasvisten, hedelmien ja marjojen käsite ja tunnistaminen, kasvisten, hedelmien ja marjojen käyttö sekä osallisuus kasvisten, hedelmien ja marjojen hankintaan, valmistukseen ja käyttöön. Tutkimus tuotti laadullista tutkimustietoa lasten näkökulmasta, mitä aiemmin on hyvin vähän saatavilla. Tutkimuksen aineisto kerättiin haastattelemalla kuva-avusteisesti 4-6 –vuotiaita lapsia viidestä Turun alueen päiväkodista. Yhteensä tutkittavia oli kolmekymmentäneljä (n=34). Tutkimusaineisto analysoitiin aineistolähtöisesti fenomenografisen tutkimusperiaatteen mukaisesti. Aineistosta pyrittiin tuomaan esiin tutkittavan lapsijoukon käsitysten kirjo tutkittavasta aiheesta. Käsityksistä muodostettiin yhteenvetona kategoriajärjestelmä kustakin tutkimusongelman aihealueesta. Tuloksista käy ilmi, että tutuimpia kasviksia, hedelmiä ja marjoja tunnistettiin hyvin ja vieraampienkin tunnistaminen oli mahdollista. Käsitteenä ne ymmärrettiin päänsääntöisesti erilliseksi muista ruoka-aineryhmistä. Ryhmien kuvailu oli vaikeaa, mutta parhaimmillaan tunnistettiin hyvät vaikutukset terveyteen ja kasvuun. Osa ilmaisi kasvisten, hedelmien ja marjojen kuuluvan kaikkien ruokavalioon säännöllisesti. Toiset näkivät käytön epäsäännöllisempänä ja kuuluvaksi rajatuille ryhmille esimerkiksi mieltymysten ja perheen tottumusten mukaan. Erilaiset käyttötavat sellaisenaan ja eri tavoin valmistettuna olivat melko laajalti lapsille tuttuja. Sopivina käyttötilanteina nähtiin erilaiset välipalatyyppiset ja nopeaa syömistä vaativat ruokailut, mutta yksittäisistä vastauksista koottuna käyttö sopi mille tahansa päivittäisistä aterioista. Perheestä riippuen osallisuus hankintaan saattoi tarkoittaa mukana oloa kauppareissuilla tai kasvatukseen ja keräämiseen osallistumista. Lapset saivat vaikuttaa siihen mitä perheissä tarjottiin. He myös osallistuivat ruokien valmistukseen ja saivat jopa keksiä itse valmistustapoja. Kaikille osallistuminen ei kuitenkaan ole mahdollista tai siihen ei ole edes kiinnostusta. Osa lapsista mainitsi maistamisesta ja syömisestä olevan erilaisia sääntöjä sekä kotona että päiväkodissa, osa ei tunnistanut sääntöjen olemassaoloa. Syömis- ja maistamishalukkuuteen mainittiin sääntöjen lisäksi vaikuttavan erilaiset maku- ja ulkonäkömieltymykset, syömiseen liittyvät tuntemukset ja vaikeudet, aistittavat ominaisuudet sekä ennakkoasennoituminen. Tutkimustulokset antoivat tietoa siitä, millä tasolla lasten käsitykset kasviksista, hedelmistä ja marjoista ovat. Muodostetut kuvauskategoriat ilmaisevat, mitä tässä 4-6 –vuotiaiden ikäryhmässä parhaimmillaan ja vähimmillään tiedetään ja miten asioista puhutaan. Tietoja voidaan hyödyntää oikeantasoisen, kasvisten, hedelmien ja marjojen käytön lisäämiseen tähtäävän pelin suunnittelussa.

Changes in the education system are often preceded by a vision of the future labor market situation. In January 2020, following a flagship project in Juha Sipilä ́s government ́s strategic program, the teaching of A1 language was stated early in the first grade and the class teachers were given a new subject to teach. The aim of this study was to find out classroom teachers ́ perceptions of early language learning and working methods. Due to Covid-19 pandemic, in March 2020, it was necessary to switch to distance learning. The new teaching arrangements provided an opportunity to explore the link between the distance learning system for classroom teachers and the working methods of early language teaching. In addition, I studied classroom teachers ́ perceptions of the need to support both student learning and the organization of teaching in early language teaching. The material for this qualitative study was collected through a semi-structured thematic interview. I interviewed five classroom teachers and one special classroom teacher who had started early language teaching in January 2020. The transcripts of the interviews formed the material, which I analyzed according to the analysis of the phenomenographic study. In the analysis, I classified descriptive categories from the data, with which I presented the research results. The survey showed that some classroom teachers felt that they had received too little in-service training in the new subject being taught and they were unsure of their competence. Other classroom teachers felt they received adequate in-service training and the teaching was meaningful. Everyone had positive experiences, especially of students ́ enthusiasm and motivation for early language. The different learning difficulties of the students were perceived as challenges. The experience of learning support for students as well as teaching support varied slightly. Classroom teachers used functional, varied ways of working, as well as songs and games. In distance learning, working methods changed completely. Only half of the classroom teachers held early language lessons or small sessions weekly remotely. Students were sent links to the topics they were studying, and the responsibility for teaching and the student ́s support were largely transferred to the parents. The goals of early language teaching had to be compromised. As a key conclusion, I can say that classroom teachers need adequate in-service training that takes into account the different needs of teachers. To ensure the quality of teaching, many classroom teachers want to clearer guidance on what goals and how to proceed in early language. Closer co-operation with subject teachers would increase the confidence of classroom teachers to provide the right kind of teaching and support for students in early language learning.

Aims. The number of immigrant students has risen considerably during the last years in Finnish schools and will further rise in the future. In some schools in the Helsinki metropolitan area, immigrant students are already the majority, and it has been forecast that by the year 2030 every fourth student in Helsinki is an immigrant or has immigrant background. The growth of multilingualism has been recognized in the National Core Curriculum for Basic Education (2014) through language awareness in school culture and translanguaging, which is a relatively new concept in Finnish research. When there are more and more multilingual students in Finnish schools, it is important to study how class teachers experience multilingualism in schools. The aim of this study is to investigate 5th and 6th class teachers' experiences of students' mother tongue in school life and teaching. Methods. This study uses a qualititative approach. The research material was gathered through semi-structured interviews. Six teachers who have multilingual students in their classes were interviewed individually. The material was analyzed with phenomenographical analysis methods. Results and conclusions. According to the teachers, the variety of languages is taken into account in school life and in teaching to an extent. However, the teachers don't use translanguaging systematically as a teaching method. They believe that they have to know the students' languages in order to use them in teaching. The teachers think that it is important that students know their own mother tongue, and they encourage students to participate in classes teaching their own mother tongue. Even so, the teachers think that parents have the main responsibility of maintaining the students' skills in their own mother tongue. The teachers believe that students mostly learn Finnish quite quickly in their peer group at school. The teachers think that it is important that the students learn and know Finnish in order to e.g. prevent marginalization.

The purpose of this study was to investigate primary school teachers’ views on teaching social functioning in physical education. The theory part of this study is driven by the keywords of this study, which are social functioning and physical education. In this study, social functioning refers to aspects such as emotional skills, co-operation, interaction and responsibility. The focus of my research was on six primary school teachers who teach physical education. Schools physical education classes provide an excellent environment for teaching social functioning, as physical is taught in unique settings compared to other subjects, and physical education classes involve a lot of pair and group activities. The study adopted a phenomenographic approach, aiming to understand the research subjects’ experiences on the chosen topic. I collected data for my study by conducting six theme interviews, each lasting 30-50 minutes. The data analysis was carried out using thematic analysis. The thematic analysis was data-driven, meaning that the themes I identified emerged from the data rather than being driven by theory. Based on the research results, primary school teachers had limited but generally accurate perceptions of the concept of social functioning in the context of physical education. According to teachers, social functioning included interaction and teamwork skills. Teachers considered the emotions generated in physical education to be a fertile ground for teaching social functioning. Teachers perceived giving responsibility to students and collaboration within groups as essential aspects of teaching social functioning. Additionally, the safety of physical education classes was seen as a crucial element of teaching social functioning. The teachers also emphasized the importance of their own example and being a role model in teaching social functioning. Based on the research results of this study, one can consider whether primary school teachers have enough knowledge of social functioning to teach it effectively in physical education classes. However, based on this study, it can be concluded that primary school teachers consider teaching social functioning to be a highly important part of physical education.

Aims. Touching is an essential part of human life and well-being: touch is a way of communicating in human interaction, and touching has positive influence on growth and development of a child. Thus, touching should also be a part of school life in interaction between a teacher and a student. On the other hand, many studies discuss concerns that teachers have regarding touching students. In this study, the aim was to discuss primary school teachers’ attitudes towards touching as a pedagogical tool: is it allowed to touch children, do teachers want to touch in the first place, in what kind of situations do teachers touch, and how is touching discussed in schools. The purpose of this study is to enhance understanding of touching in schools. Methods. The research data was gathered by interviewing six class room teachers, and I applied theme interview in the interview. This study was a qualitative study, and I applied phenomenography study’s analysis model in the analysis. Phenomenography is based on different kinds of ways of understanding the same phenomenon: therefore I observed primary school teachers’ different views about touching in school. Results and conclusions. Primary school teachers associated six different meanings with touching: touching as natural and common thing; as a tool for calming and guiding; as caring; as a worry; as an object of avoiding; and as restricting. The factors that influence teacher’s decision to touch are the norms of society and community, context of the situation in which touching occurs, teacher’s own touching history, characteristics regarding a student, instructions or pedagogical freedom, and conscious decision making or spontaneous action. As a summary for these results, there was formed five different roles for teachers as touchers: teacher as an educator, as a communicator, as a restrictor, as an avoider, and as a victim. Even though the results cannot be generalized to apply every primary school teacher, the results imply possible ways of comprehending touching as a pedagogical tool.