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Objectives. This study examined the associations between temperament traits as defined by Cloninger's psychobiological theory of personality (novelty seeking, harm avoidance, reward dependence and persistence) and class teachers' depression. Depression in varying severity grade is a huge public health problem and causes sick leaves, disability pensions, and changing one's careers. Teachers' depressive symptoms have been shown to have an influence also on the pupils' ability to learn and even their future. Teachers' profession has proven to be among the hardest and stress prone. The work demands a lot of emotional procession and interactions. This is often combined with too heavy workload and too short time to recover. One way to be able to intervene and prevent depression is to search factors that increase the risk of or protect individuals from depression. The research has found individual differences in temperament traits to be this kind of factors. There has still been very little research on temperament traits and depression in teacher populations. Methods. The data used were from a pilot study, the collection of which started during the spring 2013. Schools from the metropolitan area of Finland were randomized. First grade class teachers (classes 1.-6.) in these schools received questionnaires. 54 teachers took part in this research, 49 of them were women and 5 men. They were 44 years old on average and they had 18 years of education on average. Temperament was measured using Cloninger's TCI-questionnaire ((Temperament and Character Inventory). The amount and intensity of depressive symptoms were measured using BDI-II inventory (Beck Depression Inventory II). Results and conclusions. The results showed that high harm avoidance predicted more depressive symptoms among class teachers, which gave support to previous research. The results showed also that persistence predicted more depressive symptoms, which brought new information to research field. Besides the working conditions it would be important to take in to consideration also teachers' individual characters when driving to prevent depression and promote the well-being of teachers.

Aims. The aim of this study was to find out how temperament-based flexibility and quality of mood together with gender are connected to performance in student selection for teacher training. The selection process consisted of a theory test and an aptitude test which included an interview and a group discussion. The effect of temperament on performance in Finnish teacher education selection process has not been studied much. Studies suggest there is no ideal temperament for teachers and therefore the temperament of the applicant should not affect applicant's performance in student selection for teacher training. In prior studies, temperament-based flexibility and mood have been found to be connected to school performance and other factors which could help pass the selection process. The hypothesis was that the flexibility and positive mood of applicants would help them pass both theory and aptitude tests. Another hypothesis was that women would pass the theory test more likely than men and that men would pass the aptitude test more likely than women. Methods. This study was part of the SeSTE –Selecting Students for Teacher Education -research project. There were 1104 subjects who, in the period of 2011–2014, had participated in selection process for teacher training organized by The National Selection Cooperation Network in the Field of Education (VAKAVA). The tests were held in University of Helsinki. The subjects were 17–51 years old. The temperament of the subjects was measured with Revised Dimensions of Temperament Survey (DOTS-R), as self assessment. The main method of analysis was multinomial logistic regression. Results and conclusions. Contrary to hypotheses, temperament-based flexibility and mood were not connected to performance in the theory test or in the aptitude test. Gender related hypotheses were partly confirmed, and women and younger applicants were more likely to pass the theory test than men and older applicants. Gender and age were not connected to performance in the aptitude test. When assessing the effect of temperament-based flexibility and mood, the student selection for teacher training seems to be unbiased for all applicants. The results also increase the reliability of the student selection.

Aims. The aim of this study was to find out how temperament-based flexibility and quality of mood together with gender are connected to performance in student selection for teacher training. The selection process consisted of a theory test and an aptitude test which included an interview and a group discussion. The effect of temperament on performance in Finnish teacher education selection process has not been studied much. Studies suggest there is no ideal temperament for teachers and therefore the temperament of the applicant should not affect applicant's performance in student selection for teacher training. In prior studies, temperament-based flexibility and mood have been found to be connected to school performance and other factors which could help pass the selection process. The hypothesis was that the flexibility and positive mood of applicants would help them pass both theory and aptitude tests. Another hypothesis was that women would pass the theory test more likely than men and that men would pass the aptitude test more likely than women. Methods. This study was part of the SeSTE –Selecting Students for Teacher Education -research project. There were 1104 subjects who, in the period of 2011–2014, had participated in selection process for teacher training organized by The National Selection Cooperation Network in the Field of Education (VAKAVA). The tests were held in University of Helsinki. The subjects were 17–51 years old. The temperament of the subjects was measured with Revised Dimensions of Temperament Survey (DOTS-R), as self assessment. The main method of analysis was multinomial logistic regression. Results and conclusions. Contrary to hypotheses, temperament-based flexibility and mood were not connected to performance in the theory test or in the aptitude test. Gender related hypotheses were partly confirmed, and women and younger applicants were more likely to pass the theory test than men and older applicants. Gender and age were not connected to performance in the aptitude test. When assessing the effect of temperament-based flexibility and mood, the student selection for teacher training seems to be unbiased for all applicants. The results also increase the reliability of the student selection.

Today, high-quality science and research are considered as a crucial key for economic growth both in a national and international level. While the number of graduated PhDs has grown strongly and traditional researcher career is able to employ only a fraction part of PhD graduates, rapid technological developments and globalization have changed our society in a radical way. The trend is directed to increasingly consider the quality of doctoral education, as well as what kind of expertise is built during the doctoral process. There are several official documents considering the contents and goals of the doctoral education, but they do not necessarily reflect the doctoral students' personal experience, as the goals mentioned in the official documents are very abstract and dissertation-related. The aim of this study was to investigate how doctoral students who prepared their dissertation in an internationally highly valued scientific research group described expertise and its developmental situations in the context of doctoral education. In this study, doctoral students' descriptions is explored within the general framework of sociocultural views of expertise. The data was collected in a top-level research community in the field of natural sciences at a large research intensive Finnish university. Altogether, 7 doctoral students were interviewed. The research group in which the participants participated was internationally highly acknowledged, and in addition to the Big Science tradition, its functioning was based on a systematic doctoral education. The interviews were conducted as a semi-structured peer interview. The data was content analyzed by relying on an abductive strategy. The results showed that doctoral students described the most generic expertise which was able to be utilized in various contexts but was not committed to a specific scientific field. Thus, the results showed that doctoral students situated their descriptions of expertise typically to situations in which a doctoral student worked independently. For its part, this study confirms that in the context of doctoral education, expertise appears to be much more than just conducting research, although the doctoral education is generally considered to be rather theoretical and impractical. In addition, the results were in line with the former understanding that in the context of doctoral education, the progression of expertise is often perceived as an individual burden. This gives reason to explore how the practices in doctoral education could be developed further so that the processes of participation and knowledge creation, which are on the basis of modern expertise research, could be supported and fostered in a more elaborative way.

Earlier studies have shown that during school transition, the needs of children change and the meaning of peer increases. Transition from elementary school level to secondary school is an important time for young people. Both parents and teachers have trouble in meeting the changing needs of children both inside and outside school context. Changes can be seen in decreased school engagement, increased school burn-out and decreased self-rated health. Physical exercise during spare-time decreases and also quitting hobbies is common. The aim of this study was to find out how much and in what degree 6th and 7th graders in Helsinki are physically active during their spare-time. The research also indicates whether sport is their main interest and how do they rate their health status. The study also examined how physical exercise during spare-time, interest towards sports and self-rated health interrelate and explain the students' school engagement and burn-out. Moreover the aim of this study was to find out, what kind of changes the students experienced during the transition from elementary to secondary school, and are the changes related or explained by the students' interest towards sports, spare-time physical activity or self-rated health. This study is a part of the Mind the Gap - project (2013–2017, no. 265528) funded by the Finnish Academy. The data for this study were collected by questionnaire in two parts; the first time from 6th graders during spring of 2013 and the second time when they moved to 7th grade in fall of 2013. The correlation analysis and paired samples t-test were used to investigate changes in school engagement and burn-out, amount of physical exercise during spare time, self rated health and the form of involvement in hobbies. The participants were divided into groups based on differences in physical activity during spare time, self rated heath and interest toward sports. The differences in physical activity and self-rated health were studied with one-way ANOVA and the interest toward sports with t-test. The changes in physical activity and self-rated health were analyzed with repeated measures ANOVA. The results showed that the 6th graders who rated their health as good exercised more during spare time, were more engaged and felt less burned out in school than the other participants. In 7th grade the self-rated health did not explain engagement in school. The physical activity of 6th graders did not explain school engagement or burn out of students. In 7th grade the students who exercised more felt more engaged and less burned out in school. In 6th grade the students who were interested in sports felt more burned out in school than others. In 7th grade the interest in sports did not show any affect on burn out in school. During transition from 6th to 7th grade, school engagement and spare time physical activity decreased, informal hobby participation increased and formal participation in hobbies decreased nearly significantly (p=.054). Self-rated health and burn-out in school did not change. The research showed that participants, who did not change their habits in physical activity, felt the least decrease in school engagement. The students who did not change their interest towards sports, felt the least changes. According to this study, changing interest towards sport and physical activity has a negative effect on school transition. Adult should converse with adolescent about the attitude towards sports and physical activity during spare-time, in order for adolescent to be conscious of their part of decision-making and reasons to do so.

Earlier studies have shown that during school transition, the needs of children change and the meaning of peer increases. Transition from elementary school level to secondary school is an important time for young people. Both parents and teachers have trouble in meeting the changing needs of children both inside and outside school context. Changes can be seen in decreased school engagement, increased school burn-out and decreased self-rated health. Physical exercise during spare-time decreases and also quitting hobbies is common. The aim of this study was to find out how much and in what degree 6th and 7th graders in Helsinki are physically active during their spare-time. The research also indicates whether sport is their main interest and how do they rate their health status. The study also examined how physical exercise during spare-time, interest towards sports and self-rated health interrelate and explain the students' school engagement and burn-out. Moreover the aim of this study was to find out, what kind of changes the students experienced during the transition from elementary to secondary school, and are the changes related or explained by the students' interest towards sports, spare-time physical activity or self-rated health. This study is a part of the Mind the Gap - project (2013–2017, no. 265528) funded by the Finnish Academy. The data for this study were collected by questionnaire in two parts; the first time from 6th graders during spring of 2013 and the second time when they moved to 7th grade in fall of 2013. The correlation analysis and paired samples t-test were used to investigate changes in school engagement and burn-out, amount of physical exercise during spare time, self rated health and the form of involvement in hobbies. The participants were divided into groups based on differences in physical activity during spare time, self rated heath and interest toward sports. The differences in physical activity and self-rated health were studied with one-way ANOVA and the interest toward sports with t-test. The changes in physical activity and self-rated health were analyzed with repeated measures ANOVA. The results showed that the 6th graders who rated their health as good exercised more during spare time, were more engaged and felt less burned out in school than the other participants. In 7th grade the self-rated health did not explain engagement in school. The physical activity of 6th graders did not explain school engagement or burn out of students. In 7th grade the students who exercised more felt more engaged and less burned out in school. In 6th grade the students who were interested in sports felt more burned out in school than others. In 7th grade the interest in sports did not show any affect on burn out in school. During transition from 6th to 7th grade, school engagement and spare time physical activity decreased, informal hobby participation increased and formal participation in hobbies decreased nearly significantly (p=.054). Self-rated health and burn-out in school did not change. The research showed that participants, who did not change their habits in physical activity, felt the least decrease in school engagement. The students who did not change their interest towards sports, felt the least changes. According to this study, changing interest towards sport and physical activity has a negative effect on school transition. Adult should converse with adolescent about the attitude towards sports and physical activity during spare-time, in order for adolescent to be conscious of their part of decision-making and reasons to do so.

Earlier studies have shown that during school transition, the needs of children change and the meaning of peer increases. Transition from elementary school level to secondary school is an important time for young people. Both parents and teachers have trouble in meeting the changing needs of children both inside and outside school context. Changes can be seen in decreased school engagement, increased school burn-out and decreased self-rated health. Physical exercise during spare-time decreases and also quitting hobbies is common. The aim of this study was to find out how much and in what degree 6th and 7th graders in Helsinki are physically active during their spare-time. The research also indicates whether sport is their main interest and how do they rate their health status. The study also examined how physical exercise during spare-time, interest towards sports and self-rated health interrelate and explain the students' school engagement and burn-out. Moreover the aim of this study was to find out, what kind of changes the students experienced during the transition from elementary to secondary school, and are the changes related or explained by the students' interest towards sports, spare-time physical activity or self-rated health. This study is a part of the Mind the Gap - project (2013–2017, no. 265528) funded by the Finnish Academy. The data for this study were collected by questionnaire in two parts; the first time from 6th graders during spring of 2013 and the second time when they moved to 7th grade in fall of 2013. The correlation analysis and paired samples t-test were used to investigate changes in school engagement and burn-out, amount of physical exercise during spare time, self rated health and the form of involvement in hobbies. The participants were divided into groups based on differences in physical activity during spare time, self rated heath and interest toward sports. The differences in physical activity and self-rated health were studied with one-way ANOVA and the interest toward sports with t-test. The changes in physical activity and self-rated health were analyzed with repeated measures ANOVA. The results showed that the 6th graders who rated their health as good exercised more during spare time, were more engaged and felt less burned out in school than the other participants. In 7th grade the self-rated health did not explain engagement in school. The physical activity of 6th graders did not explain school engagement or burn out of students. In 7th grade the students who exercised more felt more engaged and less burned out in school. In 6th grade the students who were interested in sports felt more burned out in school than others. In 7th grade the interest in sports did not show any affect on burn out in school. During transition from 6th to 7th grade, school engagement and spare time physical activity decreased, informal hobby participation increased and formal participation in hobbies decreased nearly significantly (p=.054). Self-rated health and burn-out in school did not change. The research showed that participants, who did not change their habits in physical activity, felt the least decrease in school engagement. The students who did not change their interest towards sports, felt the least changes. According to this study, changing interest towards sport and physical activity has a negative effect on school transition. Adult should converse with adolescent about the attitude towards sports and physical activity during spare-time, in order for adolescent to be conscious of their part of decision-making and reasons to do so.

The purpose of this research is to study (1) how early childhood educators co-operate with evangelic-lutheran parishes and other religious communities when organizing worldview education in kindergartens and (2) what kind of practices and new ideas do early childhood educators have concerning worldview education and (3) what kind of recommendations do early childhood educators have for in-service training of worldview education. This is a qualitative research. The data is based on a survey conducted in the winter of 2018 in selected social media discussion groups of early childhood educators. The questionnaire contained mainly open-ended questions. The answers (N=60) were analysed by using content analysis. As a result of the research, it was found that co-operation concerning worldview education is generally made only with evangelic-lutheran parish in most of the work communities of the survey participants. Co-operation was categorized into different categories: (1) minor co-operation, (2) more plentiful co-operation which maintains traditional practices and (3) dialogical and innovative co-operation. Those practices and ideas which included co-operation with religious communities were divided into five themes: general worldview education, religious events, support of wellbeing, mentoring and more general co-operation with none specific theme. Those practices and ideas which did not include co-operation were divided into six themes: general worldview education, festivals of the kindergarten community, moral education, organizing optional activities during religious events, dialogue with parents, and the lack of the practices. It was also found that recommendations for in-service training contents were divided into six themes: opening The National Core Curriculum for Early Childhood Education, clarifying the concepts of worldview education, giving information about different religions and non-religious worldviews, introducing methods for worldview education, and for the moral education, and developing sensitivity towards religions and other worldviews. Based on the study, it can be concluded that organizing in-service training to early childhood educators is very necessary and more discussion is currently needed about practices concerning worldview education, both in work communities, with parents and with co-operating religious communities.

Aims. Vision of good motherhood is culturally dependent and standardized. Adolescent motherhood is not common and many times it is considered negative. Young mothers ability to cope with children and everyday life is questioned many times. The purpose of this Master's thesis is to describe adolescent mothers' views on motherhood and their daily life and to find out how peer group could be used to support their everyday life. The theoretical background is based on theory of mastery of everyday life in home economics science (Haverinen, 1996) and research of everyday life and peer groups. The main research questions are for example: what is young maternity, how do mothers define the mastery of everyday life in their own lives and how peer groups of young mothers supported the other adolescent mother and helped them in the mastery of everyday life? Methods. The data of this study were collected by interviewing nine 20-22 years old one child mothers, who were taking part of young mothers peer support group in Tyttöjen talo in Helsinki and two registered midwifes, who were working as mentor in these groups. The classification of research data were .. data-based. The data were analysed in Atlas.ti –qualitative analysis program using content analysis. Results and conclusions. Most of the mothers thought that becoming a mother at a young age separates them quite strongly from the other youth. In the peer group the mothers got many friends who were in the similar life situations. Adolescent mothers considered the group support and the social relationship very important to themselves. They felt that they could be accepted characterized by themselves too. Group activities were effective and helped mothers to keep the rhythm in their everyday life. Discussions with the other mothers, the practical advice and the work in the peer groups cause positive effects to young mothers mastery of everyday life. Peer counselors' and mothers' views on the importance of the activities for the mothers were similar. The results of this study give information on adolescent mothers everyday life and mastery of it. Findings can be used for planning activities and organizing young mothers peer groups. Peer group effectiveness can also be researched with longitudinal studies following the same families throughout the period of participation in peer group activities. When developing the activities it would be necessary to do further research on how adding more functionality to the groups and the cooperation assists the mothers mastery of everyday life.

Aims. Vision of good motherhood is culturally dependent and standardized. Adolescent motherhood is not common and many times it is considered negative. Young mothers ability to cope with children and everyday life is questioned many times. The purpose of this Master's thesis is to describe adolescent mothers' views on motherhood and their daily life and to find out how peer group could be used to support their everyday life. The theoretical background is based on theory of mastery of everyday life in home economics science (Haverinen, 1996) and research of everyday life and peer groups. The main research questions are for example: what is young maternity, how do mothers define the mastery of everyday life in their own lives and how peer groups of young mothers supported the other adolescent mother and helped them in the mastery of everyday life? Methods. The data of this study were collected by interviewing nine 20-22 years old one child mothers, who were taking part of young mothers peer support group in Tyttöjen talo in Helsinki and two registered midwifes, who were working as mentor in these groups. The classification of research data were .. data-based. The data were analysed in Atlas.ti –qualitative analysis program using content analysis. Results and conclusions. Most of the mothers thought that becoming a mother at a young age separates them quite strongly from the other youth. In the peer group the mothers got many friends who were in the similar life situations. Adolescent mothers considered the group support and the social relationship very important to themselves. They felt that they could be accepted characterized by themselves too. Group activities were effective and helped mothers to keep the rhythm in their everyday life. Discussions with the other mothers, the practical advice and the work in the peer groups cause positive effects to young mothers mastery of everyday life. Peer counselors' and mothers' views on the importance of the activities for the mothers were similar. The results of this study give information on adolescent mothers everyday life and mastery of it. Findings can be used for planning activities and organizing young mothers peer groups. Peer group effectiveness can also be researched with longitudinal studies following the same families throughout the period of participation in peer group activities. When developing the activities it would be necessary to do further research on how adding more functionality to the groups and the cooperation assists the mothers mastery of everyday life.