Browsing by Subject "http://www.yso.fi/onto/yso/p23915"
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(2020)The purpose of this master's thesis is to examine the perceptions of schoolteachers about the benefits and obstacles of a camp school abroad. Finland has long had a strong camp school culture, but despite the growing emphasis on international education in the national core curriculum for basic education (POPS 2014), not many camp schools have been arranged abroad. In the dissertation I open the concept of a camp school and related themes of global education, intercultural competence and experiential pedagogy. The study is a qualitative case study guided by the following research questions: What perceptions and experiences do teachers have about the benefits of a camp school abroad? What obstacles do teachers see for camp school abroad? The material was collected through e-mail interviews from ten teachers, five of whom had previously attended a camp school abroad. The interviews have been analyzed using data-driven content analysis. Based on the results, teachers’ perceptions of the benefits of a foreign camp school were divided into five main categories: academic skills, practical life skills, internationality, experientiality, and future-related skills. Teachers’ perceptions of barriers to a foreign camp school were divided into two main categories: fears and practical challenges.
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(2021)The religious landscape in Finland and Europe is changing. Due to secularization, interest in religion has long diminished and religion has been considered part of history and irrelevant to the modern, secular society. With globalization and new religious movements, however, religion has gained renewed relevance and religious diversity in Europe is growing. With religious diversity, the need for religious literacy, or general knowledge of religion, is also increasing. Globalization has also given rise to the educational approach global education, i.e. education for the future and for justice, equality and sustainable development. Although religion undeniably has a big influence on many parts of our world and its people, religious dimensions or religious literacy is not taken into account in global education. This study provides insight into how religious teachers perceive religious literacy and its forms of expression in lower secondary school, where this is a knowledge requirement, and how religious literacy is related to global education and global citizenship. The empirical material was collected through interviews with seven teachers who teach religion in grades 7 - 9. The interviews held via the digital meeting service Zoom, were then transcribed and analyzed using Braun and Clarke's (2006) model for thematic analysis. The analysis resulted in 5 themes with 8 sub-themes on the first research question and 3 themes with 5 sub-themes on the second. The results showed that the religious teachers had a broad view of religious literacy which included both theoretical knowledge and practical skills - with an emphasis on the practical. The development of religious literacy was described by the teachers as a long and complex process that is often not completed in comprehensive school, although this is a knowledge requirement for the end of grade 9. Concerning the relationship between religious literacy and global education, the teachers expressed that religious literacy can promote global education and sustainable development since a religiously literate person is better able to carry out these tasks. The teachers also emphasized the relevance of religious literacy in the future and pointed to many potential consequences of religious illiteracy. A conclusion of the study is that the inclusion of religious literacy within the framework of global education, could contribute to strengthening the general religious literacy.
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