Browsing by Subject "minäpystyvyys"

This study examines the perceptions of pre-service teachers’ emotional skills and education related to those skills, as well as their self-efficacy as future emotional skills educators. Additionally, pre-service teachers’ conceptions of a teacher's role as an emotional skills educator were examined. In previous studies, it is well-established that recognizing, regulating, and expressing emotions are essential for maintaining social relations and promoting well-being, with emotional skills being learned from adults in early childhood. The quality of emotional skills education is known to be influenced by the teacher's own emotional competence and educational background. The present study was conducted using a qualitative, phenomenographic approach. Data was gathered from semi-structured interviews with six pre-service teachers in their final year of studies. The transcribed data was analyzed to form outcome spaces. The results indicate that the pre-service teachers had a comprehensive understanding of emotional skills and their importance to a child's development and life. They also demonstrated knowledge of methods to develop children's emotional skills and integrate them into elementary school education. Despite these results, the students also expressed feelings of uncertainty about their skills as future emotional skills educators due to their lack of education and work experience, as well as the challenges of well-being at work and the limitations of a teacher's influence on children's lives. However, they also showed partial self-efficacy as emotional skills educators based on their own perceived strong emotional skills. The teacher's role as an emotional skills educator was seen as part of their responsibilities, with the development of their own professional skills and shared responsibility for upbringing being especially important. This study highlights the need for further research and development to improve teacher training in emotional skills education. Examining the perceptions and conceptions of future teachers’ self-efficacy provided valuable insights into emotional skills teaching.

Objective of the study. Assessment is a central part of academic teacher education studies and supporting the development of professional agency a key objective of assessment in tertiary education. Therefore, understanding students’ experiences of being assessed and the development of professional agency in assessment situations is important. Teachers’ professional agency is an integrative concept consisting of three dimensions: motivation, self-efficacy and classroom strategies. Previous studies have shown that the teaching practice periods and social interaction situations during teacher education are important in the development of student teachers’ professional agency. Furthermore, previous studies have suggested that assessment practices are related to students’ motivation, self-efficacy and learning. Previous studies have not explored students’ assessment experiences in relation to the development of their professional agency. The purpose of the present study is to find out what kind of assessment situations student teachers identify as important, and how these assessment situations are related to the development of teachers’ professional agency. Methods. The data consisted of eight individual interviews, collected from student teachers who were at the final phase of their studies. The Critical Incident method was applied when carrying out the interviews. The participants were asked to recall assessment situations during their teacher education studies which they found important for their professional development. The interview data were analyzed using the abductive content analysis approach. Results and conclusions. The results suggested that assessment situations were related to the development of student teachers’ professional agency. The clearest relation was found between assessment situations and students’ self-efficacy. The students considered formative, timely, dialogical and well-founded assessment as the most beneficial in supporting the development of their professional agency. Assessment as its best can enhance students’ experiences of being on the right track, capability for teacher profession and having the sufficient skills for teacher’s work in the future. Poorly executed assessment can impede the development of professional agency. Based on the results the use of dialogical feedback practices and interactive peer assessment practices can be particularly beneficial in supporting the development of students’ motivation, self-efficacy and classroom strategies. It is important to consider the development of students’ professional agency in developing the assessment practices of the academic teacher education.

Goals. According to Finnish curriculum (2014) the environmental science includes five subjects in primary school: biology, geography, physics, chemistry and health education. The purpose of this study was to examine the primary school teachers' self-efficacy and capacity to teach health education in primary school. The purpose was also to examine teachers' views and experiences about health educations' importance in primary school. In this thesis the self-efficacy is based on Albert Banduras self-efficacy theory (1997) and health education competence includes teachers subject expertise, exploratory grip, health literacy and the diversity of teaching methods. This study investigated the relations of teachers' self-efficacy and health education capacities. In this thesis teachers' views and experiences about their capability and likeness to teach health education were also examined. Methods. The data were collected in March 2017. The method for collecting the data was an electronic survey. 31 classroom teachers from Helsinki, Tuusula, Nurmijärvi, Hyvinkää and Jokioinen participated in this thesis. The study was executed with mixed methods, partly quantitative and partly qualitative methods. The quantitative analysis included correlation of self-efficacy and health education capacities. Crosstabulation was used to examine dependency of gender, work experience and competence to teach health education. Qualitative analysis was executed by phenomenographic analysis and considered teachers' views and experiences about the importance of health education, health literacy as well as their self-evaluated capacity to teach health education in primary school. Results and conclusions. Despite the primary school teachers' slight health education training, the results show that teachers' were fairly health-concious. Self-efficacy correlated especially with subject expertise and health literacy. Teachers' experienced the health education as important subject in primary school and themselves fairly competent to teach health education in primary school.

The purpose of this study was to find out what kind of collaboration the classroom teachers had with other teachers, and whether the experience of collegial collaboration was related to classroom teachers' conceptions of ability. There is an increasing emphasis on collaboration in schools, so research on collegial collaboration is topical. Collaboration between classroom teachers was classified using a collaborative model for different needs, which includes every way to collaborate. The research questions were influenced by their own interests in cooperation and previous research results on teacher cooperation. A total of 46 classroom teachers participated in the study, but the material contained 45 useful answers for the study. Class teachers participated in the research all over Finland. Class teachers were asked to participate in the research through social media and email. The material was collected primarily through a questionnaire, after which the class teachers had the opportunity to participate in the interview if they so wished. The interview was conducted as a semi-structured interview. The classroom teachers had tried and worked with a variety of collaborators with other teachers. For the most part, the class teachers had done collaborative teaching and joint planning with others. Class teachers said they were the ones who benefited the most from collaborating by sharing ideas and materials with others. On average, the highest personal teaching ability was found among class teachers who taught for 5 to 10 years and general teaching ability among those who taught between 0 and 5 years. Personal teaching ability was found to be the weakest among those teaching 0-5 years and the lowest overall teaching ability among those teaching 5-10 years. In fact analysis, the claims loaded for the most part as in previous studies. Minor exceptions were noted. A statistically significant association was found between the classroom teachers' conceptions of ability and the perceived benefit of organizational needs.

Aims. The purpose of this thesis is to identify and analyze the mathematical difficulties faced by pupils entering school. Special consideration was given to pre- and initial training, but younger children were also examined. The hypothesis was that mathematical difficulties produce difficulties for the pupil in the start-up phase of the school, appear in other learning, and make it more difficult to learn and to live in everyday life. The research question was refined several times and the interest in the subject was born when I met Hannele Ikäheimo, the special teacher of mathematics. The aim of the thesis is to examine the material widely and to deepen to particular questions through the descriptive literature review. Methods. The thesis was made using the descriptive literature review method. The data was collected from several databases. Some of the data was limited by the age of the participants and the year of publication of the study. Studies were found both in English and in Finnish. Most of the studies found were in English Results and conclusions. The studies were statistical surveys. On the basis of the results, mathematical difficulties complicate in catching school, causing anxiety at the emotional level, guiding the school path and affecting everyday life performance. The studies described mathematical difficulties in an unrelenting way, but at the same time they discussed ways to support mathematical competence. The mathematical difficulties are tough and long lasting. In addition, difficulties cause anxiety and fear of studying mathematics. Teaching should consider ways of supporting mathematical learning difficulties without causing bullying and anxiety in the pupil. Research and case studies of qualitative analysis would be needed. In addition, it would be interesting to study the subject using discourse analysis.

Aim of the study. Writing of master’s thesis plays a key role in university studies and is often considered as the most demanding assignment in the master’s degree. Therefore, understanding students’ perspectives related to the master’s thesis process is important. Previous studies have suggested that both individual factors and factors related to supervision are essential in a thesis process. Previous studies related to master’s thesis process have not explored these factors simultaneously. The purpose of the present study was to find out which individual and supervisory factors students identify important in master’s thesis process and which ones they consider as enhancing or impeding factors. The research questions were: Which individual factors do the students report significant in master’s thesis process? Which supervisory factors do the students report significant in master’s thesis process? What kind of student profiles can be identified based on the individual and supervisory factors? Methods. The data consisted of semi-structed theme interviews collected from nine educational science students who had completed their studies. The theme interviews dealt with enhancing and impeding factors in the thesis process, time management and thesis seminar and supervision. The interview data were qualitatively content analysed by using an abductive strategy. Based on the analysis of individual and supervisory factors, four different student profiles were identified. Results and conclusions. The results suggested that essential individual factors in master’s thesis process according to the students were motivation, self-efficacy, self-regulation and factors related to research process. Students described the factors related to self-regulation as the most significant in thesis process and reported them partly enhancing and partly impeding factors. Time management was especially considered as a challenging factor related to self-regulation. The students considered individual and group supervision as the most central of the supervisory factors, whereas peer supervision was not viewed important. Individual supervision was mostly considered as a resource in the thesis process, whereas group supervision was party viewed in negative light. Based on the individual and supervisory factors, four different student profiles were identified. The profiles indicated that the individual and supervisory factors interact with each other in the master’s thesis process. Supervision can strengthen motivation and endorse self-regulation. Considering both the individual and supervisory factors is important in developing the master’s thesis process and supervision practices.

Aims: The aim of this study was to show what kind of interaction happens in the food related groops in Facebook. Three groups were chosen in the study. All the groups had a general topic of home cooked food. Study problems were: 1. What kinds of initiatives people make concerning food preparation in the Facebook groups that are related to food and whatkind of komments do they reseive? 2. How these initiatives and komments are related to the goals of Home economics in the national curriculum? The relationship with these studies and the goals of Home economics are shown in this study. In the national curriculum there are goals concerning Home economics and the grades from seven to nine. The goals emphasize practical skills, collaboration and interaction skills and information management skills. In achieving these skills, students need to have motivation, self-efficacy and agency. Methods: The study was conducted as a qualitative research. Material was collected during the spring of 2019 from three food related groups in Facebook by writing down initiatives of conversation and the comments that they receaved. There were 120 initiatives and 1791 comments. The material was analysed qualitatively. Results and conclusions: According to the results of the study, there are not so much questions than just communication about food and preparing it in the groups. The initiatives were more showing the groupmembers own experiences than asking questions. Based on this study the group members wanted to discuss about things that they share an interest rather than just ask question about things they don`t know or can not perform. In the context of Home economics this study gives a reason to develop the interaction and collaboration skills and the skills of thinking within the subject.

Tavoitteet. Systemaattisen kirjallisuuskatsauksen tavoite oli selvittää minäpystyvyyden ja Big Five -persoonallisuuspiirteiden yhteyttä akateemisen suoriutumisen kohdalla. Tutkimuskysymykset olivat: (1) Millainen yhteys minäpystyvyyden, Big Five -persoonallisuuspiirteiden ja akateemisen suoriutumisen välillä oli ja miten sitä tutkittiin artikkeleissa, (2) millaisten kriteerien kautta tutkijat valitsivat tutkittavat Big Five -persoonallisuuspiirteet ja (3) miten tunnollisuuden, avoimuuden ja neuroottisuuden piirre ilmenivät suhteessa minäpystyvyyteen ja akateemiseen suoriutumiseen? Aiemmissa tutkimuksissa minäpystyvyyttä ja persoonallisuuspiirteitä on tarkasteltu erillisinä. Nyt kiinnostus oli suunnattu yhdistyneeseen vaikutukseen. Tämän kaltainen tutkimus oli lähinnä 2010-luvulla syntynyttä. Siten kirjallisuuskatsauksen tutkimukset olivat pioneereja, jotka avasivat uusia pedagogisia sovellusmahdollisuuksia. Menetelmät. Aineiston muodostivat kahdeksan, systemaattisen hakumenetelmän avulla löytynyttä, artikkelia. Menetelmänä oli teoriaohjaava sisällönanalyysi, jossa minäpystyvyyden käsite ja Big Five -persoonallisuuspiirteet muodostivat teoreettisen viitekehyksen. Tulokset ja johtopäätökset. Minäpystyvyyden ja persoonallisuuspiirteiden yhteys akateemisen suoriutumisen kohdalla on monimutkainen. Jokaisessa kirjallisuuskatsauksen tutkimuksessa piirre on syvätason rakenne, jonka päälle muodostui taso, jolla minäpystyvyys operoi. Suosituimmat piirteet ovat tunnollisuus, avoimuus/avoimuus kokemuksille ja neuroottisuus/emotionaalinen vakaus, joiden yhteydessä saatiin tilastollisesti merkitseviä tutkimustuloksia. Tutkimusten johtopäätökset tiivistyvät seitsemään väitteeseen: (1) minäpystyvyys saattoi muuttaa persoonallisuuspiirteen oletettua toimintamekanismia, (2) minäpystyvyyden merkitys kasvoi oppilaan iän myötä piirteen kustannuksella, (3) eri vaiheissa opiskelua minäpystyvyyden voimakkuus merkitsi erilaisia asioita, (4) minäpystyvyys saattoi tehostaa piirteen vaikutusta, (5) persoonallisuuspiirre saattoi tehostaa minäpystyvyyttä, (6) ajanhallinta on merkityksellinen minäpystyvyyden ennustevoimassa ja (7) autonomisuuden motiivi on mahdollisesti merkittävä minäpystyvyyden edellytyksenä.

Objectives. Increasingly younger children are faced with rapid mastery of knowledge and social interaction requirements. A new phenomenon-oriented curriculum reform 2016 brings these new challenges in front of the student. Previous studies show that different efficacy beliefs influece individuals actions. The purpose of this study is to describe, analyse and interpret the concept of self-efficacy. In the research field, the term is used with different meanings. The aim of this study is also to find out the related concepts from the selected research articles as well as their similarities and differences from self-efficacy in order to understand and to clarify and differentiate the concept. . Methods. The study is a systematic litterature review. A more accurate method used is conceptual analysis, which allowed the comparison and interpretation of different definitions. The research data was selected from twenty scientifically valid research studies in various articles and literature on the basis of concepts centrality. The materials were compared and restructured, bringing together concepts and definitions of self-efficacy from different researchers. Second, the study looked at the material encountered about the near concepts that were opened and analyzed in a conceptual analysis and the phenomenographic review. Conceptual distinctions were operated using few concrete practical examples. Results and conclusions. Self-efficacy is a complex concept, which this study found a number of different definitions and related concepts. Some researchers defined the term very broadly and also new dimensions, such as social self-efficacy concept were found.; Related concepts used synymously with self-efficacy found were such as skill possessing, self-image, self-concept, self-esteem, outcome-expectations, self-confidence), self-regulation, controllability, personality traits, personal agency, effectance motivation, perceived control and locus of control As a result of the study on the basis of the definitions and comparisons occurring data the core of the concept and its different variations and emphases were located. For the key element of self-efficacy was individuals feeling of efficacy in a particular moment a feeling in relation to the situation or activity. The results will help to structure self-efficacy conceptually as internal process of the individual, which gives the teacher the tools to support student.

Tavoitteet. Tavoitteena tässä tutkielmassa oli kartoittaa, millaista minäpystyvyyden tutkimusta matematiikan eri osa-alueista on tehty vuosiluokilla 1–9 ja onko aikaisemman tutkimuksen pohjalta havaittavissa eroja minäpystyvyydessä matematiikan osa-alueiden välillä. Teoria rakentui Albert Banduran (1986, 1997) kehittämälle minäpystyvyyden käsitteelle, joka on osa sosiaaliskognitiivista teoriaa. Minäpystyvyyteen vaikuttavia tekijöitä sekä asioita, joihin minäpystyvyys vuorostaan vaikuttaa, esiteltiin teoriassa. Samalla tuotiin myös esille, miten matematiikka ja minäpystyvyys näyttäytyy aikaisemmassa tutkimuksessa. Tutkimuksessa olin keskittynyt minäpystyvyyteen matematiikan eri osa-alueissa, joten esittelin matematiikan jakautuvan soveltavaan ja puhtaaseen matematiikkaan sekä avasin Perusopetuksen opetussuunnitelman perusteita (2014) matematiikan eri osa-alueiden valossa. Suomalaisen opetussuunnitelman matematiikan ulottuvuuksiksi rajautui: aritmetiikka, algebra, geometria, tilastomatematiikka ja todennäköisyyslaskenta. Menetelmät. Tutkimus toteutettiin kuvailevana kirjallisuuskatsauksena, jossa pyritään luomaan käsitys kyseisestä aiheesta tutustuen tutkimuksiin. Hain aineistoa Helkan ja Ericin tietokannoista suomeksi ja englanniksi. Sisäänottokriteerit täyttäviä artikkeleita oli lopulta kymmenen, joihin perehdyin tarkemmin. Tulokset ja johtopäätökset. Siitä huolimatta, että minäpystyvyyttä oli tutkittu suhteellisen paljon, minäpystyvyys matematiikan eri osa-alueilla tuntui olevat melko vähän tutkittu aihealue. Geometria oli oikeastaan ainoa, johon liittyvä tutkimus keskittyi puhtaasti minäpystyvyyteen geometriassa. Vertailevaa tutkimusta oli auttavasti ja niissä tutkimus keskittyi pääasiassa muihin asioihin, mutta niissä sivuttiin kuitenkin minäpystyvyyttä matematiikan eri osa-alueissa. Kaiken kaikkiaan tutkimusalue olisi sellainen, joka kaipaisi lisää tutkimusta matematiikan eri osa-alueiden saralla ja myös vertailevana eri osa-alueiden välillä, jotta saisimme kattavamman kuvan oppilaiden minäpystyvyydestä matematiikassa.