Faculty of Educational Sciences
Recent Submissions
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(2024)The purpose of this study is to determine if freshly graduated class teachers experience appearance-related pressures, to identify the factors contributing to these pressures, and to understand their general perceptions of teachers' appearances. The study aims to provide insights into the phenomenon of appearance-related pressures and its underlying causes. With the pervasive influence of social media, appearance is constantly scrutinized, and teachers are not exempt from discussions and comments about their looks. This study was conducted as qualitative research using content analysis. Data were collected by interviewing nine freshly graduated class teachers. The interviews were semi-structured, allowing flexibility for both the interviewer and the interviewee. The questions focused on teachers’ appearances and their personal experiences with appearance-related pressures. Additionally, participants were asked about their views on what constitutes an acceptable appearance for teachers today. The interviews were transcribed and analyzed through content analysis to identify recurring themes. These themes were then synthesized into larger categories, forming the basis of the study's findings. Eight out of the nine freshly graduated class teachers reported experiencing appearance-related pressures. These pressures arose from various factors, including the need to prove themselves due to their young age, self-esteem issues, and concerns about deviating from stereotypes. The opinions of colleagues and parents were particularly significant sources of these pressures. The findings suggest that freshly graduated teachers generally believe that contemporary teachers have more freedom in their appearance. For example, tattoos and heavy makeup were considered acceptable by the participants. However, sexually suggestive and revealing clothing, especially for female teachers, was deemed inappropriate. It was noted that teachers could wear such clothing in their personal time, reflecting a shift in the perception of teachers' identities beyond their professional roles. Many freshly graduated teachers felt it could be beneficial for teachers to exhibit non-conventional appearances as a means of serving as role models.
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(2024)Objectives. The objective of my master’s thesis was to study how children’s book Sulon ja Elsin uudet naapurit applies to understanding cultural diversity and supporting active equity. My research task was to research how this children’s book can be applied to this purpose in culturally diverse world. More detailed research questions were the following: how the contents of children’s book Sulon ja Elsin uudet naapurit apply to supporting active equity, and how active equity is represented in pictorial interpretations of plays of the child characters introduced in children’s book Sulon ja Elsin uudet naapurit made by third-grade children. My thesis is grounded on the concepts of cultural diversity, active equity, children’s literature, and visual expression. Promoting active equity requires diversity education, and therefore this educational target functions as a basis for my research. I use the results of my bachelor’s thesis (Hovi, 2022), criteria for children’s literature used for promoting active tolerance, as a theoretical background in this research. Methods. The research was conducted as qualitative research. The research process consisted of two parts. First, I analyzed the children’s book searching for diverse answers to my research questions using theory-driven content analysis, where the criteria for children’s literature used in promoting active equity functioned as the theoretical background. I classified the results into categories. In the second part I conducted a drawing study with children in third grade researching how the third-grade children interpret pictorially plays of the child characters introduced in the book. Using theory-guided content analysis I studied how active equity is represented in the drawings. Lastly, I drew conclusions on the applicability of the studied children’s book for promoting active equity considering the aspect of cultural diversity. Results and conclusions. According to my research, Sulon ja Elsin uudet naapurit can be used to support active equity and understanding cultural diversity, because cultural diversity is represented variously in positive and equal descriptions and illustrations. The book provides identification with the characters for diverse readers. Clear and relaxed wording as well as aesthetic illustration support active equity. From the elements of cultural diversity, the book does not represent or discuss language, socioeconomic background, religion, or worldview related diversity. A fundamental result of the drawing study is that the child characters of the book, who are in the material, are represented equally without discrimination. Some drawings also portray activity related to equity. A few child characters who belong to either ethnic or gender minority are underrepresented, and therefore the book does not completely succeed in representing these elements of cultural diversity. The development targets and imperfections of the book can be complemented with other children’s literature or facts.
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(2024)In my thesis, I analyze the discussion on the unemployment benefits of temporary teachers held during the Finnish Parliament's Question Hour using rhetorical analysis. The study aims to uncover the linguistic mechanisms in the speeches that seek to persuade the audience. The thesis specifically examines the rhetorical strategies used by Members of Parliament and the Minister of Labor in their speeches. Additionally, the thesis explores what can be inferred about the factual basis of the claims presented in these speeches through rhetorical analysis. My material consisted of the discussion on the unemployment benefits of temporary teachers from the minutes of the Parliament's plenary session (PTK 38/2023 vp). The rhetorical analysis was conducted using the persuasive and convincing rhetorical methods of Chaïm Perelman (1996) and Arja Jokinen (2016c). Members of Parliament and the Minister of Labor employed a diverse range of rhetorical strategies in their speeches. However, the factual basis of the claims made by opposition Members of Parliament remained one-sided. Opposition Members’ speeches frequently featured epideictic rhetoric emphasizing the appreciation of teachers and forensic rhetoric accusing the government. The rhetoric of the Minister of Labor’s responses was directed towards the root cause of the issue concerning temporary teachers, shifting the focus of the argument away from extending the prior work requirement. The evaluation of the persuasiveness of the rhetoric in the speeches delivered during the Parliament's Question Hour depended on the audience that the speakers aimed to influence with their claims. Due to the complex audience relationship in the rhetorical situation, the assessment was not straightforward, as the strategic goals of the speakers guided the rhetoric evident in their speeches.
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(2024)The aim of this study was to find out what kind of perceptions class teacher students at the University of Helsinki have personally and as part of a master's education that is supposed to prepare them for a practical profession, which has a short history as an university-level education. The aim was also to find out what kind of views students have on the quality of thesis supervision. In previous research, the relationship between studying and learning in higher education students has been examined through a social tradition that emphasizes culturally shared meanings and a psychological tradition that emphasizes learning processes. Previous studies have shown that students orient themselves towards their studies by emphasizing the intrinsic or instrumental value of studying. Students learn content information, research skills and self-knowledge from writing their master's thesis. This qualitative research is based on the phenomenographic research tradition. The research material was collected with thematic interviews using snowball sampling. The purpose of the open-ended questions was to form a material that would include all the interviewees' different perceptions of the subject. The interview material amounted to 319 minutes, which roughly corresponds to 98 pages. The data was analyzed using two different methods: perceptions of the significance of the thesis were analyzed with phenomenographic interpretive analysis and experiences of the quality of supervision were analyzed with data-driven content analysis. The research results revealed two view groups on the significance of the Master's thesis: it was seen as an achievement worthy of pride and as a journey of personal development but also as a necessity for which the studies do not sufficiently prepare. The Master's thesis was found to develop the author's self-knowledge and skills in a versatile way, but to provide little transferable skills for the actual teaching. In terms of the quality of supervision, the results show that the quality of supervision is promoted by the supervisor's dedication and appreciation for the supervision task. The quality of supervision, on the other hand, is impaired by the supervisor's personal ways of working, which are not aimed at the progress of the work, and the lack of structure of seminar work.
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(2024)The abundance and diversity of information, coupled with technological advances and the growing complexity of scientific problems, present significant challenges for individuals in the digital era. This study explores how Finnish individuals evaluate the credibility of socio-scientific information they encounter online. While the body of research on credibility evaluation has grown in recent decades, more research is needed to understand how individuals dissect information and evaluate its quality for decision-making. Previous studies have largely focused on students and educational contexts; however, this study aimed to fill the gap in understanding how adults, particularly Finnish citizens, evaluate the credibility of online information without being constrained by specific evaluation tools. The research employed a qualitative approach, collecting data from 166 participants in Finland via an online decision-making task based on a real-world public petition about the classification of peat as a renewable resource. Participants assessed the credibility of six provided articles and justified their evaluations through responding to an open-ended question. These responses were analyzed using qualitative content analysis to identify patterns in credibility assessment strategies. The findings revealed that Finnish individuals rely on a multidimensional strategy for evaluating credibility, considering both content-based and source-based criteria. Participants evaluated the authority of the publishers and expertise of the authors, along with the accuracy, quality, and objectivity of the information. Justification strategies varied, with most participants relying on personal knowledge and intuition, while others cross-referenced multiple sources to validate information. This research highlights the importance of critical thinking and sourcing skills in efficiently assessing online information. The study suggests a need for continuous educational interventions that enhance evaluation and justification skills, enabling individuals to navigate the digital information landscape effectively, focusing on multiple credible sources. Further research is recommended to explore credibility evaluation strategies in different contexts and among diverse populations.