Browsing by Subject "opettajat"

Tämän kirjallisuuskatsauksen tavoitteena oli koota yhteen opettajien sekä oppilaiden kokemuksia koulutuksen digitalisaatiosta. Yhteiskunnan teknologinen kehitys on muokannut muiden arkielämän osa-alueiden tapaan myös koulutuksen luonnetta, tarjoten samalla uusia opettamis- ja oppimistapoja. Useat eri hallinnot ovat pyrkineet luomaan erilaisia koulutuksen digitalisaatioon liittyviä tavoitteita sekä linjauksia, joiden tarkoituksena on tehdä teknologian integroinnista tehokkaampaa. Koska opettajat ja oppilaat ovat keskeisessä roolissa koulujen toiminnassa, kirjallisuuskatsauksessa keskityttiin näiden kahden ryhmän kokemuksiin ja näkökulmiin. Tutkielman menetelmänä käytettiin kuvailevaa kirjallisuuskatsausta, ja siinä hyödynnettiin sekä suomalaista että kansainvälistä tutkimuskirjallisuutta. Löydetyt tulokset jaoteltiin niiden sopivuuden mukaan opettajien ja oppilaiden positiivisiin sekä negatiivisiin kokemuksiin. Aineiston keruussa hyödynnettiin erityisesti hakusanoja ’’digitalization of education’’, ’’information and communication technology’’ ja ’’digitalisaatio’’. Hakusanoilla löytyi niin suomenkielistä kuin kansainvälistä tutkimuskirjallisuutta. Opettajien ja oppilaiden asenteet koulutuksen digitalisaatiota kohtaan olivat pääosin positiivisia, mutta opettajien kokema pätevyyden puute nousi yhdeksi suurimmista esteistä digitalisaation etenemiselle. Opettajien kokemia merkittäviä ongelmakohtia olivat pätevyyteen vaikuttava koulutuksen puute sekä laiteresurssien riittämättömyys ja epätasainen jakautuminen. Oppilaiden negatiiviset kokemukset nousivat esille lähinnä etäopiskelun yhteydessä. Teknologian hyödyntämisestä oli kuitenkin opettajien ja oppilaiden kokemusten mukaan myös paljon hyötyä esimerkiksi opetuksen monipuolisuuden, eriyttämisen sekä tehokkuuden lisäämisen näkökulmista. Myös kommunikaation helpottuminen nähtiin digitalisoitumisen suurena hyötynä. Koulutuksesta vastaavien tahojen tulisi digitalisaation tehokkuuden varmistamiseksi huomioida opettajien esiin nostamia haasteita lisäkoulutukseen ja resursseihin liittyen, samalla tukien oppilaiden oppimisprosesseja sekä kehitystä.

The purpose of this thesis is to chart teachers' experiences concerning job burnout and the role of social support in gaining well-being at work. The theoretical base of this study is in Maslach's, Schaufeli's and Leiter's (2001) research on job burnout and in House's (1981) and Cohen's and Wills's (1985) research on social support. Burnout of teachers appears to be a special phenomenon compared to other occupations, which is due to the nature of the teachers' job. My research questions are as follows: 1. How does job burnout appear on teachers' speech and stories? 2. How does social support appear in teachers' work in relation to job burnout and what kind of forms of social support have they experienced and would like to experience? 3. How are teachers' stories and their collective memory about job burnout and social support reflected in the data? I collected the data through a narrative interview in a focus group. The group consisted of seven teachers. I analysed the data through content analysis and narrative analysis. The teachers described their experiences of job-related rush and burnout. They felt that their burnout was increased by the lack of superior support and by role conflicts. In contrast, the support from their superior and their peers helped them to gain well-being at their work. In the narrative analysis, it appeared that their experiences of burnout were collective and their stories about job burnout were based on collective memory. Social support appears to be carnivalistic according to Bakhtin (1979). In the carnival, people can free themselves from society's norms and the boundaries between the roles are blurred. As a conclusion, I can state that job burnout is a common problem among teachers and social support helps them to gain well-being at their work. For teachers, it is important that there is support at hand. It would be important to intervene at an early stage of job burnout before it becomes severe.

The purpose of the study is to understand, describe and analyze the factors related to the experience of mean-ingfulness in context of the work of teachers, that is, both the factors positively related to experience and those that threaten the experience. In addition, the aim of the study is to find out how the experience of meaningful-ness in work is related to the interviewees' attitudes towards factors influencing well-being factors at work. Teachers' well-being at work has decreased over the last few years, the number of hours worked have increased and the stress experienced is more than in other industries on average. Nonetheless, the work is perceived to be mainly meaningful. Particularly interesting is what factors are associated with the teachers' experience of mean-ingfulness in work and whether the experience of meaningfulness is positively associated on teachers' attitudes toward resources of well-being at work. The research is based on next theories: meaningfulness in work, the resource-based well-being model and the three-component model of attitudes. The most essential of these is the experience of meaningfulness in work, which in this study consists of three dimensions: significance, purpose and meaning, including experience of coherence. The study is phenomenologically hermeneutic in nature and consists of four semi-structured interviews of el-ementary school teachers on meaningfulness in work and the meaning of experience in attitudes towards well-being at work. From the results of the research can be concluded that the experience of meaningfulness of work is strongly in-tertwined with student encounters. In addition, the results show that experience of meaningful work is im-portant for teachers' work motivation and desired work attitudes. It is important that teachers are given the conditions to experience the meaning of the work by providing sufficient resources so that they have time for the core task of meeting, educating and teaching students.

The aim of this study was to investigate from what a warm student-teacher relationship consists of and how this relationship is meaningful to a pupil’s life path. Earlier studies have shown that pedagogical relationship is much more than just a way to get an education for a child. It is a life experience which an individual carries with them possibly for the rest of their life. Therefore, it is important that the relationship is seen as positive. This study aims to describe, analyze and interpret these warm pedagogical relationships through narrative research on participants’ memories of their teachers. The study asks what kind of warm memories the participants have of their teachers and how these memories have influenced participants life paths. Research data consisted of semi-structured interviews of five university students. The participated students were approximately 20 to 30 years old and all represented different field of study. Semi-structured interview was constructed based on earlier research and it consisted of three themes: dialogue, pedagogical love and pedagogical authority. This study was qualitative, and the data was analyzed by using content analysis, coding and thematizing. The results show clearly, how meaningful the teacher’s role is in a pupil’s life and how the teacher can affect a child’s life even after the school years. Teachers that stayed in university students’ memories, were seen very similar compared to each other. The studied themes appeared in their pedagogical interactions through eight different subthemes. Participants also experienced that these teachers gave them a lot of skills to use even after the school years. University students noted that they had received tools for working life from their teachers, and teachers had also affected their carrier choices and broadened their worldviews. There results can be utilized by raising the educators’ awareness about this subject and also as a guide on how to create warm interaction in classrooms.

Tavoitteet. Digitalisaatio näkyy yhteiskunnassa kaikkialla. Koulumaailma ei toimi tyhjiössä ja myös kouluissa pyritään vastaamaan tietojen ja taitojen tarpeeseen, jonka digitaalinen maailma lapsille ja nuorille luo. Parhaimmillaan digitaaliset toimintatavat helpottavat opettajien arkea ja samalla tutustuttavat koululaisia teknologian käyttöön ja mahdollisuuksiin. Millaista on osaaminen jota, opettajat tarvitsevat 2020-luvun koulumaailmassa, kun opetukseen on mahdollista lisätä digitaalinen ulottuvuus? Opettajien digipedagogisen osaamisen kuvausten kartoittamiseksi tämä tutkielma kokoaa tietoa 2020-luvulla julkaistuista opetuksen digitaalisuutta ja opettajien digipedagogista osaamista käsittelevistä tutkimuksista. Menetelmät. Tämä tutkielma toteutettiin systemaattisena kirjallisuuskatsauksena. Aineiston muodosti yksitoista vertaisarvioitua tutkimusartikkelia, joissa kaikissa kartoitettiin opettajien osaamista suhteessa digitaalisuuteen ja teknologian käyttöön opetuksessa. Aineisto kerättiin kahdesta eri tietokannasta (Web of Science ja Scopus). Aineistoa haettiin hakulausekkeella teachers AND digit* AND pedagogic* AND (competence OR skills) AND ((basic OR preliminary OR elementary OR comprehensive) AND school). Aineiston analyysi toteutettiin luokittelemalla aiemmassa tutkimuksessa luodun TPACK-mallin (Mishra & Koehler, 2006) mukaisiin osa-alueisiin. Tulokset ja johtopäätökset. Peruskoulun opettajien digitaalinen osaaminen oli tutkielman aineistossa vaihtelevaa, mutta merkittäviä aukkoja itse digi- ja teknologiaosaamisessa ei voitu havaita. Opettajien oman arvion mukaan digi- ja teknoogiaosaaminen on keskivertoa, mutta riittävää. Suurimmat haasteet opettajien digipedagogisessa osaamisessa liittyivät teknologian käyttöön pedagogisesti mielekkäällä tavalla. Opettajien teknologian käyttö oli paikoittain yksipuolista ja ohjasi oppijoita passiiviseen oppimiseen. Opettajien digipedagogiseen osaamiseen liittyvä täydennyskoulutus ja osaamisen kehittämien koettiin tarpeelliseksi.

The purpose of this Master’s Thesis was to describe and understand the memories and perceptions of warm interaction of teacher students studying early childhood education. Previous educational philosophy studies have shown that the relationships between the one-caring and cared-for and caring itself have an impact on the development of warm interaction. The theoretical framework of this thesis is based on Simo Skinnari’s perception of pedagogical love, Nel Nodding’s theory of ethics of care and Martin Buber’s theory of the conditions of dialogue supplemented by Veli-Matti Värri. The aim of this study is to foster deeper deliberation considering one’s own educational ideals and ways of acting in working life. The data was collected in quite free-structured one-on-one interviews that also make use of oral history research. Five students from the University of Helsinki participated in the study in September 2021. The research was qualitative, and both hermeneutic and thematic methodology were applied in the analysis. The results of this study show that developing the conditions of dialogue in I-Thou relationship between one-caring and cared-for is supported by understanding the other with sensitivity, recognizing and responding to the needs of the other, and a desire to see the uniqueness of the other. In addition, considering one’s own perceptions of education and work practices helps to improve professional skills. In summary, dialogue in interaction supports the emergence of warm interactions. The results of this study can be used in further research related to interaction.

In this Bachelor's thesis, I examine workplace bullying, its causes and consequences and how it appears in the well-being of Finnish teachers. According to the Finnish educational trade union OAJ (2018) the well-being of teachers has in recent years dropped significantly and one of the crucial factors is the prevalence of the experiences of inappropriate treatment and bullying. The phenomenon of bullying at workplaces has been studied in the Nordic countries for a few decades, but the problem still affects many Finnish workplace. Workplace bullying reduces the well-being of the employees and work efficiency, thus causing costs for the individual and the organization. According to the Finnish Institute of Occupational Health (2016) about 35% of employees are experiencing or witnessing workplace bullying in Finland. The phenomenon can occur at any workplace regardless of occupation, age, gender or status. The bully can also be any member of the work community; a colleague, supervisor, subordinate. According to most definitions bullying at work appears in the long run as an systematic, inappropriate and negative behaviour by one or more members of the work community against to the victim who becomes defenseless in the situation. However the definition of workplace bullying is not unambiguous as experiences are very subjective and context-related. Based on the material I used in this literature review, the workplace bullying among teachers appears in similar way with workers in other fields. The causes of workplace bullying can be caused by both individual and structural factors. The most common reasons of workplace bullying is the difference between the victim and the bully, the jealousy of the bully, work-related haste and stress, lack of resources, poor leadership, and the culture of the workplace. Workplace bullying is most often manifested as social isolation and discrimination, slander and disparagement of one’s professional skills. Workplace bullying almost invariably causes physical and psychological symptoms to the victims. The most symptoms are depression, self-esteem problems, suspicion of one's own skill, persistent sick leave, and dissatisfaction with work. Although the subject has been studied for a relatively long time and solutions have been developed from legislation to training, still nothing permanent has yet been done to eliminate the phenomenon.

Teacher’s wellbeing at work has been studied a lot and research has shown that teachers’ occupational wellbeing is better than employees’ in other professions. However, teachers have been found to experience more stress than those who work in other professions. Many occupational wellbeing studies have found five factors that affect wellbeing at work. These factors are organization, management, work community, work, and the individual and his or her characteristics and interpretation of his or her own workplace. The purpose of this thesis is to find out what kind of factors increase and burden teachers' occupational wellbeing. The aim is also to examine if I could find the five factors that Manka has mentioned in her studies in this material or are there some other factors that affect wellbeing at work but are not in this model of occupational wellbeing. Research questions were: ”What kind of factors have been found to affect teachers’ wellbeing at work?” and ”How well does the Manka's well-being model reflect the factors affecting the wellbeing of teachers in this thesis?”. Research method was a systematic literature review and the material used in this thesis was gathered from Helsinki University Library’s search engine called Finna using various search terms. The thesis was limited to the recent studies about Finnish teachers in kindergartens, schools and adult education institutions. In this thesis, the most recent studies were limited to the years 2015−2018. The search engine showed 159 searches but only the most relevant articles were considered. In the end there were 18 relevant studies. The most prominent factors that increase teachers’ occupational wellbeing were communality and the sense of belonging. These were found to help people understand and trust each other, and to promote the teacher's sense of self-efficacy. The interaction between students and teachers could have a negative effect on teachers' well-being at work if teachers had distant relationships with their students. Distant relationships were more likely related to teacher’s burnout experiences. Workplace bullying was found to be more common in Finland than in other European countries. Bullying caused harm to the harassed person and to the workplace, for example through mental disorders, increased absenteeism, and rising sickness costs. The material used in this thesis matched only partially up to the general occupational well-being model. The impact of the work community was most clearly seen as a factor affecting well-being at work. Management, organization and the employee itself were found to have factors that influenced on well-being at work but the impact of the work did not appear in this material at all.