Browsing by Subject "läroplan"

Diskrimineringsombudsmannen har gjort en undersökning år 2020 som visar att rasism och diskriminering är anmärkningsvärt vanligt inom utbildning i Finland. I denna avhandling vill jag ta reda på hur inkluderande finländska läroplansgrunder och läromedel är med tanke på olika etniciteter. Analysen består av två delar. Den första är en diskursanalys om hurdan bild som skapas av flerspråkiga elever och vilka benämningar som används om dem i Utbildningsstyrelsens läroplansgrunder 2004 och 2014. Den andra delen är en multimodal analys av två läroböcker för årskurs 7–9 inom ämnet svenska och litteratur. Syftet är att studera hur stor andelen av bilder med enbart vita människor är i böckerna. Avhandlingen inleds med ett bakgrundskapitel där jag behandlar läroplansgrunderna och deras värdegrund, samt undervisning i svenska som modersmål och litteratur (SVL) och undervisning svenska som andraspråk och litteratur (S2). Därefter presenteras tidigare forskning om läroplansgrunder (Breilin 2016; Selander 2006), S2-böcker (Hägglund 2018) och övriga läroböcker (Mikander 2016; Siljala 2008). Inom avhandlingens teoretiska referensram behandlas begreppen rasism (Hall 1997; Memmi 1999; Said 1995), etnocentrism (Elmeroth 2008; Lasonen m.fl. 2009) och interkulturalitet (Lorentz 2013). Utöver referensramen presenteras även diskursanalys som metod (Bolander & Fejes 2019; Lind Palicki 2015) tillsammans med textanalys av värdeord (Hellspong & Ledin 1997) i läroplansgrunderna och en främst kvantitativ men även kvalitativ multimodal analys som metod med läroböckerna. Analysens resultat visar att det har skett positiva ändringar mellan LP2004 och LP2014. Bland annat har den exkluderande benämningen ”invandrarelev” slopats och i stället används benämningen ”flerspråkiga elever i LP 2014. Fortsättningsvis bidrar ändå båda läroplansgrunderna till rasistiska strukturer inom skolvärlden då de bl.a. skapar en bild av att flerspråkiga elever behöver utvecklas från sitt nuvarande motsatta tillstånd till att bli ”balanserade och aktiva”. Liknande ändringar går att se i de analyserade läroböckerna. Läroboken som är publicerad under LP2004:s verksamhetstid innehåller 97,22 procent bilder av enbart vita människor, medan läroboken som är publicerad under LP2014:s tid innehåller 71,43 procent bilder av enbart vita människor. Detta innebär att även om representationen av andra etniciteter har ökat råder det fortfarande en vithetsnorm även i den nyare läroboken. Avhandlingen avslutas således med en rekommendation om ökad inkludering i läromedel, samt förslag på vidare liknande forskning.

The purpose of this research is to study how the personnel of early childhood education and care (ECEC) describe the child and learning in the child’s individual ECEC plan and to analyse how well the children’s plans comply with the national core curriculum of ECEC. In 2016, ECEC in Finland changed from daycare to pedagogy when the national core curriculum of ECEC was published and became the national norm. Mansikka and Lundkvist’s (2019) review of the ECEC curriculum from 2005 and the curriculum from 2016 showed that the concept learning is more valued in ECEC today. A Finnish study from the beginning of 2000 indicated that the ECEC personnel had expectations of how the child should behave. A child was expected for example to be social, to follow rules and to play calmly in a way that is considered suitable for the child’s gender (Alasuutari, 2010.) Since the research mentioned above was made, the Finnish ECEC has developed a lot because of the new ECEC law and the national core curriculum. It is interesting to study what kind of impact this development has had on the view of children and learning. The research data consisted of children’s individual ECEC plans. The length of these plans was 1–3 pages and a total of 27 plans were collected. The plans were collected from daycare centers within the same organization. I made a qualitative content analysis of the research data. The analys proceeded in three parts and the research data was compressed in each part. When the first part was done, I had hundreds of words categorized into 18 categories. Finally, four categories of the child view and two categories of the learning view remained. The child view in the children’s individual plans and in the ECEC curriculum were mainly similar. One difference was found in the individual plans. In the children´s individual plans a desire for a compliant child was found. The child was expected to participate in activities and to be compliant in transitions for example when moving from indoors to outdoors. The impact of the physical environment on children's learning was not mentioned in the individual plans, but the ECEC curriculum highlighted the impact of the physical environment. The role of the adults in a child's learning was emphasized in both types of documents, but the child’s role seemed to be forgotten in the children´s individual plans. In the ECEC curriculum the concepts learning and development are used as two separate concepts while the two concepts are used as synonyms in the children’s plans. This study indicates that the two concepts have different meanings. They are used separate in theory but are used as synonyms in practice

Undersökningens syfte är att samla kunskap om ämnet undervisning i ridning och hästkunskap och ta reda på vilken betydelse som ämnet ges i ridlärarutbildningen. I och med att examensgrunderna för ridlärares yrkesexamen förnyades i samband med den senaste reformen av yrkesutbildningen, är det relevant att ta avstamp i examensgrunderna. Direktiven i examensgrunderna innefattar kompetenskrav för godkänd prestation och därmed också vad som ska studeras i den förberedande utbildningen. I tolkningen och förverkligandet av examensgrunderna har yrkeslärarna en viktig roll och det finns många faktorer som påverkar utfallet. Den övergripande forskningsfrågan är: På vilket sätt tolkar och förverkligar yrkeslärare examensdelen undervisning i ridning och hästkunskap? Som metod valdes kvalitativ temaintervju med intervjuer av två verksamma yrkeslärare som undervisar i ämnet. Materialet analyserades med hjälp av meningskoncentrering. Resultatet visar att lärarna tolkar innehåll och krav i examensgrunderna mycket lika. De anser att innehållet speglar den mångsidiga kompetens som ridlärare behöver i sitt arbete på ridskolan. Ridläraren ska kunna handleda ryttare i att utföra tekniska rörelser i ridning men också en förmåga att förmedla känsla understryks. Ridning och hästkunskap ses som sammanflätade. Undervisning i hästkunskap beskrivs som att handleda ryttare i hästens skötsel. Förverkligandet av examensdelens undervisning beskrivs av lärarna som flexibelt och studiecentrerat, och de samarbetar med andra läroanstalter både på nationell och internationell nivå. I undervisningen ses speciellt planering, praktisk övning, observation och feedback som viktiga metoder. Undersökningen visar att ämnet präglas av tradition och tyst kunskap i dagens utbildning av ridlärare. Resultatet kan förhoppningsvis leda till att man reflekterar mera över branschens praxis, och utnyttjar den forskning som finns tillhanda.

In fall 2016 a new curriculum will be introduced in basic education in Finland which will result in dramatic changes for teachers. Since the teachers are in charge of implementing the changes in practice, their attitudes towards the new curriculum are of high relevance. Prior research show that teachers are more positive to school reforms if they are aware of, and accept, the purpose and the consequences of the reform. The purpose of this study is to find out how the teachers feel about the new curriculum for basic education. I want to find out if they are aware of how the new curriculum affect them and their work, if they feel that they have participated in the work process, if they find the new curriculum relevant and easy to implement, how they feel about the content, and finally, how they feel about their own roles as teachers as the new curriculum is introduced. The study was done with quantitative methods. An electronic questionnaire was sent out in March 2016 to teachers working in grades 1-6 in swedish speaking schools in Espoo. A total of 48 teachers answered the questionnaire. The data was analyzed with the statistic programme SPSS. The results showed that most teachers feel positive about the new curriculum even though they think that their profession will become more demanding. They understand and accept the purpose of the reform and are well aware of how the new curriculum will affect them and their work. However, they are sceptical about how well the curriculum will work in practice. Many teachers feel like both the schools and the teachers lack enough resources and competences to successfully implement the curriculum in practice.

The aim of this study is to examine and compare the Swedish and the Danish curricula in the subjects of ”religionskunskap” and ”kristendomskudskab” to see how confessonality has left its mark on the public school. The two countries share a long history of Christianity being the dominating religion, but as society has become more globalized the plurality of religions has increased and the position of Christianity has weakened. This creates new demands on RE and according to both the Swedish and Danish school law, the education should no longer be confessional. Previous research shows, however, that Christianity still has some influence in schools and that the confessional character may not have completely disappeared which would not only contradict the school but create problems in terms of inclusion. Therefore, in this study I aim to shed light on these traces of confessionality that remain today. The research approach was comparative in that the Swedish and the Danish curricula in the religious subjects were compared to elucidate features in relation to confessionality as described by Kimanen (2015) and Hull and Grimmitt (2001). The material consisted of syllabuses from Sweden (2011) and Denmark (2019) in ”religionskunskap” and ”kristendomskudskab”, as well as some supporting documents. The material was analyzed using qualitative content analysis which gave rise to the four categories presented in the results. The results showed that there were aspects mainly in the Danish curriculum that corresponded with Kimanen’s (2015) and Hull and Grimmitt’s (2001) explanatory models of confessional RE. The Swedish curriculum showed such aspects as well, though neither the Swedish or the Danish curricula could be placed under the category confessional or non-confessional. It was also possible to show some ambiguities in the Swedish and the Danish curricula’s instructions regarding religious activities at schools. On the basis of the study’s results as well as the theoretical background it can ba stated that there is a need to review the school law and the curriculum in both Sweden and Denmark and clarify how non-confessionality is to be implemented in schools.

Referat – Abstract Goall.: The goal of this survey is to review and see to Aland students' passion of reading and get a picture of what the reading habits look like among these third graders on Aland. The study will shed light on the state of interest in reading and reading habits for pupils in third grade in Aland primary schools. The study will address reading at home and at school, what influences students to read or not read in their free time and address whether there are gender differences in the result. The impact of support and encouragement at school and at home on the passion of reading will also be addressed. Methods: The dissertation's method is a survey, the study is qualitative. A total of 56 pupils participated in the survey. The results were analyzed using a thematic analysis with an inductive approach. Resultas and conclusion: What do the desire to read and reading habits look like in third grade , in Aland primary schools? A majority of the students have a good desire to read and reading habits. Aland pupils in third grade have a generally good to moderately good desire to read and reading habits. How do differences between girls' and boys' reading show up? According to the answers, you can see that girls like reading a little more, like reading aloud to a greater extent than boys, and to a greater extent they have an adult at home who reads to them. Girls also prefer regular books over audiobooks. Boys have a smaller proportion of adults reading to them. However, most of the pupils enjoy reading. The majority of boys appreciate reading aloud, but to a lesser extent than girls, and many more boys than girls choose audiobooks over regular books. Neither group considers themselves to have difficulty with reading. Do the students think that the environment encourages reading? The girls are more likely to say that they feel that the environment (the school and an adult at home) supports and encourages reading. Boys consider to a significantly lesser extent that school and home encourage and support reading. Among the boys, there are also many who do not believe that any adult at home encourages reading. The environment, if you look at it from the perspective of screen time, shows that most students in year three do not think that screen time destroys reading.

Schwartz theory of basic human values is a globally used and recognized theory that is also used in Finnish research. The theory includes 10 values ​​that can be considered globally prevalent. The theory is divided into four categories: conservation, self-transcendence, self-enhancement, openness to change. In addition, the underlying motivation for the different values ​​is divided into individual, collective and mixed interests. In this research the aim is to analyze which of Schwartz's values ​​appear in the national curriculum of 1994 and 2014 and look at changes in values ​​between the years 1994 and 2014. There seems to be a need to examine the value base in the national curriculum to better understand which values ​​form the basis for the big autonomy that is given to schools and teachers in the curriculum. Previous research shows that conservation and self-transcending values ​​have been strongly prevalent in basic education. The survey's research data consisted of the value-based chapters in the national curriculum of 1994 and 2014. Schwartz theory of basic human values and Schwartz Value Survey (SVS) were used as a theoretical reference framework and analysis tools. The investigation was carried out according to mixed methods, where a qualitative interpretive deductive text analysis constituted the main research method, with a quantitatively measuring deductive text analysis as a supplementary analysis method. In the results section, the survey showed universalism as by far the most prevalent value in the curricula. Major changes found were that the value tradition's high occurrence in the national curriculum of 1994 had been replaced by power in 2014. Self-direction showed a high occurrence, and the compatibility between universalism and self-direction can be seen as strong and in line with the curricula. The expressions of values ​​showed a big change between the years 1994 and 2014, described by the fact that diversity and multilingualism as expressions of values ​​appeared strongly in the national curriculum of 2014. Self-transcending values ​​and values ​​with openness to change were most prevalent with individual and mixed interests as the underlying motivation. The result suggests that collective interests and values ​​that are conservation and self-enhancing are not well represented in the national curriculum of 2014, and possibly need to be taken into account.

Mål. Musik inverkar positivt på våra sociala, språkliga och kognitiva funktioner. Vi lär oss verbalt material bättre i sångform än i talad form, vilket är en orsak till att vi kunde använda mer av det informella lärande i undervisningen i grundskolan. Lärande stöds med hjälp av musikalisk verksamhet - ju tidigare musikaliskt ingripande desto snabbare utveckling av våra förmågor. Därför bör vi se närmare på hur lärande med hjälp av musik sker i skolan. Syftet med den här studien har varit att kartlägga vilka finlandssvenska barnsånger som kan användas som undervisningsmaterial i den allmänna undervisningen i ämnena svenska och litteratur, matematik samt omgivningslära i grundskolan för årskurserna 1–6. Med avhandlingen vill jag utöka kunskapen kring användningen av musik i undervisningen i grundskolan. Metoder. Avhandlingen är utförd som en kvalitativ studie där materialet analyserades med hjälp av metoden innehållsanalys. Materialet bestod av 222 barnsånger av tre finlandssvenska band; Arne Alligator & Djungeltrumman, Robin Hund & Hans glada orkester och Sås & Kopp. Materialet analyserades och kategoriserades i enlighet med på förhand bestämda kriterier och de centrala innehållen i läroplanen för ämnena svenska och litteratur, matematik samt omgivningslära. Resultaten visualiserades med hjälp av tabeller. Resultat och slutsatser. Resultaten i avhandlingen visar att det finns material i den finlandssvenska barnmusiken som kan kopplas till läroplanens centrala innehåll. Flest barnsånger kan kopplas ihop med ämnena svenska och litteratur och omgivningslära, eftersom de ämnesspecifika centrala innehållen tangerar vanliga teman för barnsånger. För matematikens del resulterade analysen i få sånger, vilket förblir ett område som kunde erövras av finlandssvensk barnmusik.