Browsing by Subject "luokanopettaja"

The purpose of the thesis is to research the meaning of classroom management and its relevance in a teaching situation from class teacher’s perspective. The aim is to examine how classroom management manifest itself in teaching situation, compile data of the classroom management resources class teachers use and explore how classroom management skills can be improved and supported. The thesis is a qualitative case study. Five education expertsaround the Finlandwith knowledge of teaching participated in the research. The data was collected by semi-structured interview and data driven content analysis was used to analyse the data. The educational experts’ views of the classroom management and its relevance were exceedingly congruent. The classroom management was understood as wide-rangingpositive concept. Class teacher’s authority, personality, consistency, interactionskills, knowing the student and the cooperation with guardians and colleagues werestrongly associated with classroom management. Theseconceptswere divided into five defined themes. These themes are class teacher’s personality, interactionskills and empathy, teacher-student relationship, pedagogy, and cooperation.The results show that classroom management is very significant concerning class teacher’s success, it is fundamental. With classroom managementaclass teacher builds afunctioning group where everyone feels well and safe. Classroom management embodies school satisfaction, social relationships, students active studying and learning. Without classroom managementaclass teacher fatigues and burns out. Classroom management skills develop on the job by peer learning from the colleagues. The support of the work community and headmaster is vital part of the evolving classroom management. As a result of the research the classroom management is given comprehensive and positive definition. There is no need to rename the term itself, but the associations combined to classroom management. The results of this research can be applied to regeneration of the contents of the class teacher education and development of teacher’s professional skills.

Aims. The aim of the study is to find out what students of primary school teacher and kindergarten teacher education in University of Helsinki intend to do after graduating and why. Furthermore, the study aims to determine factors that influence students' decisions after graduating as well as how the students relate to the education. Earlier studies have been made regarding the placing of students studying to become primary school teachers and their attitudes toward the education. However, similar kind of research concerning students in kindergarten teaching education has not been conducted before. Nonetheless, kindergarten teachers' desire to change occupation has been a studied topic. Research has also been conducted in students' contentment for their education, but the focus group in these studies has consisted of teachers who have worked in kindergartens five years. Methods. The study is a comparative one, in which both quantitative and qualitative methods are used. Material for the research was gathered using survey. The material from primary school teachers was collected using electronic forms in November 2017, whereas material concerning kindergarten teachers was taken from my bachelor's thesis in 2011. Altogether 164 students participated in the study, of whom 93 were primary school teachers and 71 were kindergarten teachers. The gathered data was processed with SSPS software and interpreted using content analysis. Results and conclusion. The study showed that 79 % of the primary school teachers were going to work in a primary school after graduating and 21 % of the informants were going to do something else. Similarly, 59 % of the kindergarten teachers were intending to work in kindergartens and 41 % somewhere else. Concerning the placing of primary school teachers factors such as doing substitute work on the side of studies, the feeling of being in the right field, motivation for working as a primary school teacher and the reasons for studying the occupation had statistically great significance. Concerning the placing of kindergarten teachers factors such as earlier degree, the number of children in the family as well as a family member working in kindergarten were influential. Also, reasons for studying in the field had an impact on the decisions made after graduating. A majority of students in primary school teaching and kindergarten teaching said to be satisfied with their education. However, there was a wish for more new modules among the students, and nearly all informants wished to study more special pedagogy. They also hope to receive more lectures as well as group lessons, and kindergarten teachers wished to have more practical training. The results found in this study regarding primary school teachers are similar to earlier research, and also those of kindergarten teachers are supported by already existing research.

Objective of the research was to find out factors affecting attitude among 1st to 6th grade primary school teachers towards adding movement during a school day. The study has multi-method approach as it utilises two different research methods. As research methods I used interviews and questionnaire. Methodically the study focuses on qualitative research, and as a method of analysis I used data-driven content analysis by the theory. I reviewed the quantitive part of the research through circle graphs and cross-referencing methods provided by the SPSS Statistics software. Research material consisted of interviews with six class teachers from three different localities in Finland, and questionnaire to 89 class teachers around Finland. The interviews were conducted on-site at schools or by phone, and responses to the electronic questionnaire were collected via links shared through Facebook. On the basis of this study, it can be stated that there are many factors, both individual and communal, that affect to class teachers’ attitude towards adding movement during the school day. The most important individual factors are teacher’s personal values, notions and experiences together with teacher’s knowhow of movement and it’s effects. Out of communal factors, the most affecting ones are the possibilities offered to teachers to add movement, and the generally prevailing though about what movement is and what kind of meaning it has especially in schoolchild’s everyday life. Teachers can be divided roughly into three groups based on their attitude towards adding movement: those who already include movement naturally into the school everyday life, those who have positive attitude towards movement but whose means and notions are yet incomplete, and those who have negative attitude towards adding movement. My study gives valuable information about how to affect attitude among school teachers and school teacher students towards adding movement, and the means by which they can be helped to build a school environment that includes movement. The results also bring up the need for both initial and continuing education for the content, effects and methods of adding movement during a school day. It is possible to affect teachers’ attitude towards adding movement, but it requires

Objectives. The aim of this study is to find out what is the fulfilment of multiprofessional pupil welfare like in primary school, from class teachers’ point of view and what kind of multiprofessional support do class teachers receive in their everyday work. There are not many studies made about the subject, especially from class teachers’ point of view. The theory of the study is based on literature about the concepts and contents of pupil welfare, national core curriculum and Pupil and Student Welfare act. This study has two assignments: 1. Which things promote or prevent the communal and individual fulfilment of pupil welfare? and 2. In which ways does multiprofessional pupil welfare group support class teachers in their work? Methods. The study was conducted as a qualitative case study in a comprehensive school, but the study is only focused on the pupil welfare in elementary school. Five teachers took part in this study, four of them were class teachers and one was a special class teacher. They thought classes between the first and the fourth class. The teachers were interviewed using thematic interviews and the analysis of this study was made using content analysis. Results and Conclusions. According to the results of the study, class teachers thought that the members of the pupil welfare group had a lot of professionalism and the school had a wide range of pupil welfare services. Despite the potential, pupil welfare did not fulfil its assignment as well as it should have. The aim of pupil welfare group is to work communally and proactively, but the teachers thought that it did not come true completely. The pupils did not get enough communal and individual support and pupil welfare was not as visible in everyday life as it should have. The teachers get support from pupil welfare in singular things, such as determining the need for support and writing pedagogical documents. The pupil welfare did not support class teachers in their work as much as they had hoped for. Although collegial support was mentioned as a big help in everyday work.

Tavoitteet. Tutkimuksen tavoitteena oli selvittää musiikinopetukseen ja opetuksen musiikilla eheyttämiseen liittyviä käytänteitä ja vaikuttimia luokanopettajan näkökulmasta. Tutkimuksessa selvitetään minkälaisin tavoin luokanopettajat ja luokanopettajaopiskelijat kokevat voivansa toteuttaa musiikinopetusta ja opetuksen eheyttämistä musiikin avulla ja mitkä tekijät ovat yhteydessä näihin toteutustapoihin. Aiemman tutkimuksen valossa musiikilla on lukuisia hyötyjä oppilaan hyvinvoinnin ja muun oppimisen tukemisessa, ja eheyttävä opetus tukee lapselle ominaista tapaa hahmottaa maailma kokonaisuuksina. Lisäksi musiikki-oppiaineen mahdollisuudet opetuksen eheyttäjänä on kirjattu Perusopetuksen opetussuunnitelman perusteisiin 2014. Menetelmät. Tämän tutkimuksen tarkoitus on selvittää millä tavoin luokanopettajat ja luokanopettajaopiskelijat toteuttavat musiikinopetusta ja opetuksen eheyttämistä musiikin avulla. Aineistona käytettiin internetin hakupalveluista löydettyjä väitöskirjoja ja artikkeleja, yhtä pro gradu -tutkimusta sekä aiemman tutkimuksen perusteella valittua kirjaa. . Tulokset ja johtopäätökset. Tutkimuksen mukaan luokanopettajat olivat joko varsin halukkaita opettamaan huolehtimaan oman luokkansa musiikinopetuksesta tai vastaavasti eivät missään nimessä halunneet opettaa sitä. Ääripäät olivat siis aineistossa korostuneita. Opetuksen eheyttäminen musiikin avulla oli yleistä etenkin alkuopetuksessa. Eheyttäminen jäi kuitenkin musiikin tavoitteiden kannalta kevyeksi. Opetukseen vaikuttavista tekijöistä merkittävimmiksi osoittautuivat aineenhallinta ja koulutus sekä pystyvyysuskomuksiin kytköksissä oleva opettajan motivaatio. Luokanopettajankoulutusta ja opettajien yhteistyövalmiuksia tuleekin kehittää ja opettajia rohkaista musiikin käyttämiseen opetuksessa omasta taitotasostaan riippumatta.

There are large differences in the level of development and mathematic skills among first grade students. The same teaching is therefore not suitable for all students. All students, even the skilled ones, need education and support appropriate to their needs. The purpose of this qualitative study was to investigate how teachers feel about and carry out the differentiation for high achievers in first grade. In addition, the aim was to find out teachers opinions on how differentiation for high achievers has been taken into account in the book series "Kymppi" teaching material. The data was collected as a theme interview in this study. The study involved four teachers, two of which have been authoring the book series "Kymppi" teaching material. The interview material was transcribed and analyzed using theory oriented content analysis method. The differentiation for high achievers was considered as a time and skill differentiation; additional tasks for fast students and challenging tasks for skilled students. The differentiation for high achievers was considered important. The differences in skills was considered the most important reason to differentiate. Loss of motivation, frustration, boredom, underachievement, false conceptions of mathematics and behavior problems were mentioned as potential consequences of unchallenging teaching. High achievers were also considered to be different from each other, although in general they are fast in calculations. As a means of identifying high achievers were mentioned observations, tests, exams and prior knowledge from pre-school. As a means of differentiation for high achievers were used grouping, different equipment and additional tasks. The differentation for high achievers was considered challenging. Lack of time, material shortage, differences in students' skills, low quality of teaching material, lack of skills among students and teacher's own fears were highlighted in the interviews. The book series "Kymppi" was considered to include enough teaching material for differentiation for high achievers. Assignments for high achievers were considered challenging and different than base level assignments. These aspects were considered important for assignments for high achievers. The authors of the book series "Kymppi" also thought that it was important to stay in the same numeric range as in the base level teaching.

The aim of this study is to research the temperament of Finnish students in teacher education programmes. The research pursued to examine the temperaments that Finnish students studying to become a teacher have and whether there are any similarities or differences between students in Class Teacher Education Programme (CTEP) and Subject Teacher Education Programme (STEP). Recent studies have focused on the basic education pupils' temperament and the possible benefits or disadvantages that his/hers own temperament may provoke in classroom and school environment. However, we also need to study the temperament of the teachers since they have a major role in classroom interaction. In this study Mary Rothbart's The Adult Temperament Questionnaire (later the ATQ) was utilized to measure and construct the temperament of the students in teacher education. The ATQ forms four main temperament characters which divide furthermore in smaller temperament components. Four main temperament characters according to the ATQ are extraversion, effortful control, negative affect and orienting sensitivity. 425 participants took part in this research from eight different cities in Finland. Data was collected by University of Helsinki e-lomake query. In the query 77 the ATQ -claims were asked. It was necessary to make some changes in the ATQ –model before the further analyses were made. Two temperament components were deleted from the model. After the changes it was reliable to use the query for the analyses. The reliability analysis was made for the main temperament characters and smaller temperament components as well. Temperament differences between class teacher students and subject teacher students were analyzed by using ANOVA. ANOVA was also used for analyzing the temperament differences between students from different cities. T-test was used for analyzing the differences between the sexes. ANOVA-results revealed that there were temperament differences between class teacher students and subject teacher students. ANOVA-results also revealed that there were some temperament differences between the students from different cities. Finally, t-test –results revealed that there were differences in seven temperament components out of 11 between sexes.

Aims. This study focuses on graduated class teachers’ experiences on their teacher education’s last teaching practice. The final teaching practice is mandatory and a part of the advanced studies in the class teacher education. It is recommended to do right before graduating because then it will best prepare students for the working life. Previous studies have shown that teaching practices are usually respected among teacher students and they seem to stick in one’s mind as meaningful experiences. The purpose of this study is to find out graduated class teachers’ experiences on their final teaching practice’s aims and guidance and also how they were able to connect theory and practice. The purpose is to give a retrospective analyse on what kind of meanings the teachers give to their final teacher practice experiences. Methods. The research data was collected by interviewing seven class teachers who had graduated from University of Helsinki during years 2017-2019. They had done their final teaching practice under the same degree recruitments. The research data consisted of individual interviews and the analysis was based on content analysis. Results and conclusions. This study showed that teachers value their final teaching practice. One of the main reasons was because it is arranged in a normal comprehensive school instead of training school. The more practical aims were more likely to be fulfilled during the practice. Practical guidance was highly appreciated. Teachers felt that connecting practice and theory was done during the final practice, but it depended a lot more on themselves than the practice’s basis. Teaching is still found as a practice-based profession and the final teaching practice will prepare students for that. Connecting practice and theory and its importance is acknowledged among the teachers. However, the methods trying to achieve it during teaching practices vary.

Relationship with music develops significantly during primary school. Different experiences with music are seen as important because they determine the pupil’s perception of their own skills and abilities in music. Pupil’s positive musical self-efficacy is an essential part of their musical development and a necessary component of musical involvement. Music education in primary schools is often the responsibility of the class teacher. Through a varied and supportive music education, the class teacher can provide pupils with a solid foundation for a musically active life. In this thesis, I delved into the perceptions of class teachers implementing music education about the meaning of students’ musical self-efficacy and ways to support students’ musical self-efficacy. The thesis was conducted as a qualitative study. The research data was collected through semi- structured thematic interviews and analyzed using a theoretical content analysis. Three class teachers who have taught music to their classes were interviewed for the study. The results of the study indicated that the class teachers perceived musical self-efficacy as important for pupils’ well-being, musical relationships, musical development, and the experience of the community. Class teachers felt that it was meaningful for students to feel successful and capable in music. The experience of competence gives the pupil the confidence to engage in music, both individually and collectively, while maintaining the joy of music. The results also showed that the class teachers support student’s musical self-efficacy in a variety of ways. In particular, class teachers aim to influence the pupil’s personal experiences in music, for example, through the amount of practice and the content of the tasks, and by ensuring that each pupil is able to participate. The class teachers viewed even small successes by students as significant and sought to help students see their own progress as well. Class teachers perceived that in music education it was important to maintain an optimistic atmosphere with opportunities for positive emotions. Positive feedback, support, and the experience of the development of musical skills were important as well.

This research’s purpose is to find out what four different class teachers are thinking about grouping in school classes and how important does the teachers see the grouping. Grouping is relevant part of class teacher’s job. This research started when I started to think why there is so big difference in behaviour in school classes. I started to think could it be about doing or not to do grouping in school class. That is the reason why I wanted to find out how class teachers which have experience about grouping sees importance of grouping This research is about four class teacher’s thoughts about grouping. I interviewed these teachers because they wanted to participate this research which was about grouping. This research was a case study research. My research’s meaning was to focus in four different class teacher’s thoughts about grouping in school class. I collected the data by interviewing these teachers. I analysed the data and made themes from it. The teachers who participated the research thought that grouping is very important thing in schools. They think that grouping effects on how students feel about themselves in school and as part of a group. The teachers used quite similar methods on grouping and they thought that grouping is more than students just getting to know each others. Grouping is large phenomenon, which effects on students but also to whole school and students free time also. Grouping requires a lot from teacher but when it is done well it makes the teachers job a little easier.