Browsing by Subject "lärare"

Mål. Undersökningens syfte var att undersöka vad som påverkar kroppsuppfattningen bland barn i lågstadieåldern samt vad lärare kan göra för att stödja sina elevers kroppsuppfattning. Tidigare studier visar att medians utseendeideal och internaliseringen av dem påverkar barns kroppsuppfattning negativt. Barn blir lättare än någonsin tidigare utsatta för idealen och eftersom kroppsuppfattningen börjar utvecklas före tonåren är det viktigt att stödja den redan i lågstadiet. Det är här som klasslärarens roll träder fram. Kroppsuppfattning hos barn verkar dock vara ett så nytt forskningsområde att det ännu saknas vägvisning för att arbeta med detta tema i lågstadiet. Utan praktiska råd och tillräcklig information gällande kroppsuppfattning i läroplanen, är det svårt för lärare att veta hur de ska arbeta med temat i skolan. Metoder. Materialet för denna litteraturstudie bestod av aktuell och relevant forskning och litteratur kring kroppsuppfattning hos barn. Jag hittade en stor del av materialet via Helka.fi. Materialet kom från flera olika länder och gav därmed en bred helhetsbild av hur situationen med barns kroppsuppfattning ser ut i världen. Dock var det svårt att hitta finländskt material. Vid analysen av artiklarna använde jag mig av en tematisk innehållsanalys och uppmärksammade därmed vissa teman som förekom i artiklarna. Resultat och slutsatser. Media och andra människor påverkade barns kroppsuppfattning negativt. Också övervikt hade en negativ inverkan på hur mottagligt barnet var för negativ kroppsuppfattning. En normal vikt var ändå inte en skyddande faktor mot negativ kroppsupp-fattning eftersom största delen av normalviktiga barn också var missnöjda med sin kropp. Vid undervisningen i lågstadiet var arbetet för ett gott klassrumsklimat, uppskattning av den egna och andras kroppar samt nolltolerans mot all sorts retande viktigt för att stödja elevernas kroppsuppfattning. Däremot påverkade inte undervisningen i media barnens kroppsuppfattning. Samarbete mellan skola och familj kunde hjälpa i denna process. Vidare forskning behövs ändå för att bättre och effektivare kunna arbeta med kroppsuppfattning i skolan. Resultaten i denna studie är användbara för lärare och annan skolpersonal, utbildningsplanerare, vårdnadshavare och andra viktiga vuxna i barns liv.

Purpose. Around 3-15% of all pupils have dyslexia. According to the core curriculum, student assessment should be conducted in a comprehensive way, considering students’ individual difficulties. However, assessment instructions might be considered vague. Earlier studies have also shown that teachers may perceive assessment as complicated, particularly when it comes to students with special needs. The purpose of the study is to describe, analyze and interpret how secondary school teachers experience assessment and grading of pupils with dyslexia. The purpose is also to explore how pupils are enabled to show their knowledge in an adequate way. Furthermore, teachers’ perceptions of assessment fairness with regard to pupils with dyslexia are discussed. Methods. The research was conducted as a qualitative study with a phenomenographic research approach. The material consists of eight semi-structured, individual interviews with teachers working in two Swedish-speaking secondary schools i Finland. The collected material was analyzed using thematic analysis. Results and conclusions. Teachers expressed a genuine will to support pupils with dyslexia and they stated that they could assess pupils in a flexible way. Cooperation with special education teachers was perceived as important. The versatility of the core curriculum was regarded as an advantage for students with dyslexia. The most used accommodations were oral responses, extended time and test writing in a small group. Double assessment, prioritized content and adapted tests were also used, but teachers had different approaches. A student’s positive lesson activity could lead to a better grade. Language teachers struggled with the assessment of misspelled words. IT software was not widely used. The teachers stated that they did their best to take students’ difficulties into consideration when giving them grades, and they normally also thought their assessment was fair. The study shows that teachers do their very best to assess students with dyslexia, but there are differences in procedures between teachers, which might lead to unequal assessment.

The appearance ideals of today are very narrow and put excessive pressure on individuals to look a certain way. The ideals are seen as so unrealistic that most people cannot reach them. This has led to an increase in body dysmorphia to a degree where it nowadays is normal to be unsatisfied with one’s body. A negative body image can have several serious consequences, such as mental health problems, eating disorders and social and economic problems. Earlier studies have shown that problems with body image also affect children: the majority of children seem to be unsatisfied with their bodies, and many try to lose weight through unhealthy methods, such as skipping meals. Therefore, there is a big need in supporting children’s body image and researchers have highlighted schools as adequate places for this work. The aim of this study is to examine primary school teachers’ comprehensions about children’s body image, as well as their comprehensions about their possibilities to support their students’ body image in school. Six teachers, who at the time of the study were working in grades 1-6 in the primary school in Finland, participated in this study. Semi-structured interviews were used, and data was analyzed by using thematic analysis that took place in the qualitative data analysis software ATLAS.ti. The teachers in this study considered body image as a highly important topic. The teachers seemed to understand what influences children’s body image and they could observe children’s body image in different situations, such as during school lunch and through paying attention to children’s behavior. They also had a strong will of supporting their students’ body image, but at the same time the teachers felt that the lack of knowledge, resources and guidelines made them feel uncomfortable with working with body image. The teachers disagreed on whether supporting children’s body image really was part of their work responsibilities, but despite of this, there was a consensus of the importance that teachers need to be good role models for their students and that teachers should work for a school where every child feels worthy and safe. Based on the results of this study, it can be said that body image needs to be more emphasized in future school curriculums and that teachers need more knowledge in body image and more tools to feel comfortable with teaching this topic. The results of this study can benefit further studies in body image and studies regarding the school’s role in the work with supporting children’s body image.

Mål Målet med avhandlingen är att undersöka och förstå lärares tankar om och användning av läromedel i skolvardagen. Det stora utbud läromedel som bjuds ut i kombination med relativt få publicerade läroböcker i Svenskfinland gör läromedelsfrågan både aktuell och knepig. Vad definierar ett läromedel, vad definierar ett bra läromedel och vilka typer av läromedel använder lärare i skolvardagen? Avhandlingen tar även upp användningssätt och krav på lärare och läromedel idag. Metoder För att uppnå målet och besvara forskningsfrågorna har en systematisk litteraturstudie gjorts. Avhandlingens material är sex noggrant utvalda forskningsartiklar som analyseras med en tematisk analys. Sju teman identifierades, analyserades och kopplades till de två forskningsfrågorna. Alla artiklar är referentgranskade och har genomgått en urvalsprocess för att de ska vara så aktuella som möjligt och för att avhandlingen ska bli trovärdig. Resultat och slutsatser Lågstadielärares inställning till läromedel beror på flera anledningar. Det är viktigt för lärare att läromedlen underlättar vardagen och arbetet. Läromedel som är praktiska, tillgängliga och lätta att använda och anpassa är sådana läromedel som lärare gärna använder och utforskar. För att säkerställa kvaliteten på läromedlen och undervisningen är det även viktigt att åtminstone något av de läromedel lärare använder har koppling till pedagogiska styrdokument. Användningen av läromedel är bred och ett bra läromedel kan användas på flera sätt. Att det hjälper lärare i planeringen är viktigt, samtidigt som det även ska underlätta elevernas vardag och hjälpa dem att ta ansvar över det egna lärandet. Ett bra läromedel används även som kunskapskälla och som ett pedagogiskt verktyg för att styra upp undervisningen.

The digital communication between home and school has developed for a longer period besides the digitalization in our society. Studies have shown that the perception of digital communication related to school context varies and there is also an ongoing discussion about it in the media. The purpose of this study is to discover how caregivers experience the digital communication with the class teacher, and which tools are working well and not so well depending on different parts of the everyday school day. This study was executed as a qualitative study and the data was collected through an electronic form. The form was answered by 19 caregivers with children in grades 1-6 in basic education. The analysis in this study was conducted as a thematic analysis. Wilma and social media were used for digital communication between caregivers and class teachers. The digital communication tools were experienced as well functioning in informative occasions but not as well in situations that required a dialog. Lack of guidelines in the usage of digital communication tools were experienced to cause misunderstandings. Results in this study shows that awareness among caregivers and class teachers of how digital communication tools are used can conduct to a development of the digital communication to at best become an effective and smooth way to communicate. This benefits all partners. A well-reasoned usage of digital communication tools increases a feeling of participation and conducts to a feeling of welcomed in the school as a caregiver.

Mål. Denna avhandling har som syfte att undersöka gruppmentorskap som stöd för nyutexaminerade lärare under induktionsfasen i arbetslivet, det vill säga under de första åren i arbetslivet efter avslutad lärarutbildning. Avhandlingen undersöker hur gruppmentorskap inverkar på nyutexaminerade lärares professionella, sociala och personliga utveckling. Den teoretiska bakgrunden i avhandlingen baserar sig på relevant teori kring studiens syfte och tar således fasta på läraryrket i Finland, induktionsfasen inom läraryrket, potentiella utmaningar i läraryrket, utmaningar för nyutexaminerade lärares utveckling samt mentorskap. Metoder. Syftet undersöktes genom en litteraturstudie där tidigare utförda studier analyserades. Målet med denna metod var en omfattande analys av fenomenet med möjlighet till kritisk granskning i diskussionen. Materialet som användes i analysen bestod av nio vetenskapliga artiklar publicerade på engelska mellan åren 2013-2020 och hittades genom databaserna Helka, EBSCO och Google Scholar med hjälp av kontrollerade sökord. Resultat och slutsatser. Resultaten av studien visade att gruppmentorskap är en passande metod för att ge nya lärare stöd under induktionsfasen som visade sig ha positiva effekter på nya lärares utveckling. Trots några negativa konsekvenser av gruppmentorskap hade gruppmentorskap flera positiva effekter på nya lärares professionella, sociala och personliga utveckling. Resultaten visade även att gruppmentorskap var en viktig form av stöd för att öka nya lärares välmående samt för att öka de nya lärarnas vilja till kvarstannade i branschen.

A good occupational health is what every human wish for. Because people spend a lot of their time at the workplace the concept occupational health is an important factor to consider as a leader. Also due to a raise in the retairement age and changes in worklife, occupational health has become a current and known topic at workplaces. Occupational health refers to wellbeing at work and that an employee should experience physical, psychological and social wellbeing at the workplace. In this study the teachers occupational health is in focus. This study aims to find out wether a headmaster conducting a healthpromoting leadership would be of advantage for the teachers, when it comes to experiencing a good occupational health. It also aims to find out if teachers have any certain expectations regarding healthpromoting leadership and what thoughts they have conserning the topic occupational health and their own experienced occupational health. Background and contextual research consist of theory and previous studies on leadership, leadership in schools, healthpromoting leadership, educational leadership and occupational health. The thesis is a qualitative research project with a phenomenograpic perspectiv. The data was collected in fall 2019 and the sample consisted of eight teachers from swedishspeaking schools in the south of Finland. The data was collected through semistructured interviews and was later on analysed with help of inductive content analysis. The result refers to that most of the teachers have sometime during their career experienced a minor setback concerning their occupational health and consider therefore a healthpromoting leadershipstyle to be desireble. The teachers expectations are many and individual. Their expectations refer to being present, structured and flexible, and communicativ as a headmaster. Characteristics of the headmaster that the teachers refer to as being important for their occupational health are trust, honesty and personality. Other important leadership qualities for a headmaster to have is to give support and structure, and to be good at allocating resources and time. The research result can hopefully contribute to a better occupational health for the teachers true healthpromoting leadership. In addition, the result can give an indication, not only to the headmasters, but also to municipalities and state institutions, concerning what has to be accomplished and altered within education for the teachers to achieve a good and sustainable occupational health.

All schools in Finland are required by law to ensure equality of treatment on the basis of sexual orientation, gender identity and other individual characteristics. Previous studies have shown that young people who do not conform to heteronormative expectations are more likely to have mental health problems compared to their peers and are more likely to feel that school is an unsafe environment. Teachers, for their part, often feel that they do not have enough knowledge about how different sexualities and gender identities should be taken into account in their practical dealings with students. Previous studies have primarily focused on the school experiences of teenagers and young adults rather than on the experiences of younger students. The purpose of this study is to examine the views of seventh-grade students regarding the sex education they have received from first grade onwards, and how teachers accommodate gender diversity in their teaching. The study was based on semi-structured interviews with four native Swedish-speaking seventh-grade students from southern Finland. The data was analysed using thematic analysis. The results showed that all the students who participated in the study felt that sexuality and gender identity were not properly discussed in grades 1 through 6. By contrast, they felt that the information they were given about puberty and reproduction in grades 5 through 6 was sufficient. The analysis also suggests that although the students felt that some of the teachers were clearly concerned with advancing gender equality, the atmosphere in the school in general was still quite heteronormative. All the students who participated in the study felt that more sex education was needed, and that there should be greater discussion of gender diversity, preferably even before fifth grade. In their view, this would help foster a more respectful and inclusive atmosphere at school. In future studies, it would be of interest to find out more about what kind of support teachers would benefit from to develop sex education, and what would help them to accommondate gender diversity in their teaching.

Frågan om sexuella- och könsminoriteter har fått mycket plats i samhällsdebatten under de senaste åren. Forskning visar att regnbågsunga i snitt mår sämre än heterosexuella och cis-elever. För att öka kunskapen om och förståelse för regnbågstematiken genomförde Helsingfors stad år 2023 ett projekt, där bland annat regnbågsverkstäder riktades till elever i årskurserna 6–9. Syftet med denna avhandling är att studera vad lärare ansåg om dessa regnbågsverkstäder. Forskningsmaterialet baserar sig på svar från en nätenkät för lärare som deltog i verkstäderna riktade till eleverna. Som ett kompletterande bakgrundsmaterial ingår också en informell diskussion med de tre smågruppsdragna som ledda verkstäderna i de svenskspråkiga skolorna. Nätenkäten riktad till lärarna består av både strukturerade och öppna frågor. Det kvantitativa materialet har jag analyserat med hjälp av statistiska metoder och det kvalitativa genom en innehållsanalys. Min studie visar att lärarna var positivt inställda till att regnbågstemat togs upp. De uppskattade smågruppsdragarnas kompetens och förmåga att förmedla informationen till eleverna. Trots detta påpekar många lärare att förhållandena var ogynnsamma. De nämner, till exempel att elevgrupper var för stora. Flera tar upp frågan om otrygga inlärningsmiljöer som är en all-varlig utmaning för elevernas möjligheter att ta till sig informationen som gavs under verkstäderna. Studiens resultat visar på både positiva och negativa erfarenheter bland lärarna rörande verk-städerna. Avhandlingen avslutas därför med förslag på aspekter värda att beakta vid framtida planering av verkstäder riktade till elever i skolmiljö.

The purpose of this survey was to analyze teachers' perceptions and experiences of the current teaching model for studies in religion and secular ethics in primary school, as well as how it supports the students' identity development and learning. The goal was also to analyze whether the teachers have suggestions for changes to the current teaching model of studies in religion and ethics. Studies in religion and ethics has been a debated topic throughout the existence of primary schools. Previous research has shown that a large proportion of Finns, as well as teachers and principals, would like to see a change to the current model. Previous research has shown that students begin their identity development at a young age. Religion and different worldviews are one of the most important building blocks of identity. This means that both school and religious education have an influence on the students' identity development. The survey was conducted as a qualitative study. The data collection took place through five semi-structured interviews with teachers in Nyland. The data was analyzed using content analysis. The results showed that the majority of teachers are not satisfied with the current teaching model. The teachers believed that an intergrated teaching model, may it be secular ethics or a completely new subject, most benefits the students identity development. Arguments raised for an intergrated model were that it favors the students capacity for emphaty, morality, ethics and understanding of other people, culture and religions. Arguments that the teachers raised agains an intergrated model were that the students with minority religions could feel left out, and lose interest in their own religion.