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Faculty of Educational Sciences

 

Recent Submissions

  • Myllyviita, Emilia (2020)
    The National Core Curriculum for Basic Education 2014 provides an opportunity to teach Home Economics as a part of optional studies in primary schools. The National Curriculum emphasizes transversal competence, integrated curriculum and phenomenon-based learning. Integrative instruction, and approaching other subjects in the context of everyday life is the core of Home Economics. Until the 2016 Home Economics was mainly only taught in secondary and high schools and the goals for the competence and subject matter for teaching Home Economics in primary school is still not set in the National Curriculum. Consequently, there are no comprehensive educational material for Home Economics at the primary school level. Seven Master’s theses are completed with the focus on Home Economics in primary schools in 1990’s and 2010’s. There has been a demand for bringing back and re-branding Home Economics in international research field and discussions. Bringing Home Economics to primary schools can be seen as a step towards developing it into a subject that supports students’ growth as a human being throughout their studies by teaching important life skills. The aim of this study is to make groundwork to facilitate the planning of local curriculums, in-service education and teaching materials. The research data were collected by conducting nine expert interviews. The interviewees were selected to give the widest possible frame for Home Economics with different backgrounds like experience in teaching, writing teaching materials, working in third sector related to the field and being part of making the National Core Curriculum. The interviews were recorded, transcribed and analyzed using qualitative content analysis. The results of this study show that Home Economics is perceived as relevant and meaningful subject due to comprehensive life skills it teaches. It is important to teach Home Economics also in primary schools because learning those skills is worthwhile for all ages. Teaching Home Economics should be based on a complex and rich interpretation of the subject and the aims set in the curriculum. That is the only way the significance and effectiveness of the subject can come to fruition. Attention should be paid to the versatility of teaching materials and to provision of adequate in-service education to those who teach Home Economics in primary schools in order to ensure that the objectives of the subject are met.
  • Ansa, Patrik (2020)
    Purpose: Studies show that Finnish children and youth are insufficiently physically active. The program Liikkuva koulu (author’s free translation from Finnish: ”A school in motion”) began as a pilot project in 2010, but has since grown to be a nationwide program. The aim of the program is to provide students with physically more active and pleasant schooldays, to support their learning and increase their well-being. The activity itself for Liikkuva koulu can in many ways be seen to require a student-focused approach to teaching. Thus the theoretical background for this study came to comprise of ”Approaches to Teaching” by Prosser & Trigwell (1999). The aim of this study is to examine teachers’ experiences of physical activity as a part of their teaching. Furthermore an objective for this study is to explore in what way a teacher’s approach to teaching may relate to those experiences and execution of physically active lessons. Methods: The research was conducted as a quantitative study. A survey was sent to five Swedish-speaking elementary schools within the Helsinki region. The survey included 30 multiple-choice questions/statements along with 4 open-ended questions. A total of N = 27 teachers participated in the study by responding to the survey. The data was mainly analyzed quantitatively (qualitative data analysis was applied to the open-ended questions). Results and conclusions: The teachers mainly implemented physically active lessons and their experiences of Liikkuva koulu were as well mainly positive. For many of these positive experiences, they correlated with each other. The teachers reported mainly a student-focused approach to teaching. The study found a correlation between higher teacher-focused approach to teaching and a stronger experience of Liikkuva koulu being experienced as an additional burden within teaching. There was also a dim correlation between the teacher’s (increased) age and less experience of Liikkuva koulu providing for increased students’ participation.
  • Kotonen, Emilia (2020)
    The purpose of this study is to research the views of kindergarten Directors on pedagogical leadership, the realisation of pedagogical leadership and the challenges of pedagogical lea-dership in everyday life. Pedagogical leadership is a broad concept, and its implementation in everyday life is challenging from time to time. There is a lot of professional discussion about the adequacy of time resources and how the pedagogical leadership is perceived in early childhood education organizations. The pedagogical leadership of the kindergarten Di-rector is relevant to children's learning and well-being. The Director's work is not merely about recording the numbers, but rather more about developing of the work and activities of a kindergarten. The study data was collected with an electronic questionnaire delivered through social me-dia during the autumn of 2019. The survey was shared in a Facebook group called Early Childhood Education Teachers. Nearly all the respondents were Directors of different size kindergartens from the Helsinki metropolitan area. The analysis of the responses was car-ried out by gathering the results into themes. The analysis began by summarising and simp-lifying the received answers. Colour codes were used to tag responses, which helped to find similarities between the responses. After summarising and simplifying the responses, the in-formation was searched for concept keywords that were then charted into a table. During the charting the trending concepts were given common themes. Pedagogical leadership was felt to be about the implementation of Early Childhood Educati-on Plan and making it familiar to people. Pedagogical leadership was also seen to be about having dialogs about the objectives, design and evaluation of pedagogics. Pedagogic lea-dership is also about having the presence of the Director in the unit, providing support to employees, decision-making on a wider scale and visioning of the operations. Pedagogical leadership was achieved in practice through discussions and effective structures, such as meetings and maintaining a pedagogical perspective. The met challenges in pedagogical leadership were related to HR- management topics, such as employee turnover, different levels of competence and substitute arrangements. There were also challenges felt in the time and workload management of Directors. There was a lot of work in relation to the time available.
  • Eira, Emma (2020)
    Goals. The purpose of this study was to find out what kind of social media groups can be identified among high school students and what kind of gender differences exist in the use of social media. This study also examined whether the social media user groups differ in self-esteem and how gender and socioeconomic background are related to the relationship between social media use and self-esteem. It is important to examine adolescents’ social media user habits in order to gain more detailed information about the association between adolescents’ social media use and self-esteem. Methods. The data (N = 1203) was collected from high school students in 34 Helsinki schools in spring 2018. Participants filled in questionnaires that measured social media use, self-esteem and questions regarding family background. Gender differences in social media usage were evaluated with Independent Samples t-Test and the relationship between with the preliminary variables were analyzed using Pearsons’ correlation factors. Respondents were divided into groups based on participation in social media by using the Two Step Cluster analysis. One-way analysis of variance examined whether groups differed in self-esteem. The one-way analysis of variance also examined whether socioeconomic background and gender influence how user groups differ in self-esteem. Results and conclusions. Four distinct groups were identified from the data: socially networked, knowledge-oriented, academically oriented, and active users. Differences in the use of social media by girls and boys were observed. Girls were found to use more social media for social networking compared to boys. Boys, in turn, were found to use more social media for knowledge-oriented and academically oriented purposes than girls. In addition, gender differences in the distribution of social media user groups were examined. The group of active users and socially networked were more popular among girls, while the knowledge-oriented and academically oriented groups were more popular among boys than girls. The group of active users was the largest group in the material and the most popular user group among girls and boys. Based on this, it can be stated that most girls and boys use digital media in a very diverse way. Social media user groups were not found to differ significantly in self-esteem, and gender or socioeconomic background did not explain the differences in user groups in self-esteem.
  • Tallberg, Emma (2020)
    The aim of the study is to examine primary school teachers’ opinions concerning a reformed model of the religious- and ethics education in the Finnish school context and how it can affect the students development of their own cultural identity and feeling of solidarity in schools. The study is based on the current discussions about the subject where globalization and diversity is seen to be demanding more of schools (Rautionmaa & Kallioniemi, 2017). Previous studies also show that the cultural segregation that is seen in the society is a result of the segregation done in schools (Korkeakoski & Ubani, 2018). A relatively new study done in Finland found out the Finnish populations view about a reformed model of these subjects and shows that the majority of the population advocate a reformation (Mattsonn, 2020). The research was conducted as a qualitative study with a phenomenographic research approach. The material consists of six semi-structured, individual interviews with teachers working in four different schools in the metropolitan area. The collected material was analyzed using content analysis. The results showed that the majority of the teachers, four out of six, found a reformed model of the subject as a positive development and that it would come to support every student. Some of the effects predicted were an increased understanding and solidarity between students with different cultural backgrounds, more equality that would lead to a more integrated society. Some of the aspects seen from the teachers who didn’t support a reformation was that education in faith is important, the possibility that one student may feel excluded and that an separate religious education would be important especially for those who belong to a minority religion.