Browsing by study line "Home Economics Teacher"
Now showing items 101-110 of 110
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(2020)Earlier research has found that management of everyday life includes confidence to cope with new everyday circumstances. This is important because daily life cannot be predicted and neither working life or work-life balance appears in a very positive light in the public debate. Especially restaurant trade students may be worried about work-life balance because work in the field is stressful and the working hours are irregular. However, studies suggest that young people do not learn all everyday skills at home as they once did. The aim of this study is to explore how restaurant trade students’ management of everyday life is connected to their expectations about work-life balance and working life. The data (N=101) were collected in spring 2020 by using an electronic questionnaire. The participants were final stages students on restaurant trade in Finnish vocational schools. The questionnaire contained both structured and open-ended questions that were analysed by using quantitative (cross-tabulation, Mann-Whitney U test) and qualitative (content analysis) methods. The participants experienced both their inner (life management) and external (coping everyday chores) dimension of management of everyday life comparatively good. About half of the participants evaluated work-life balance optimistically and the rest pessimistically. The expectations did not vary according to any of the measured background variables. Instead, most of the participants expected their future working life optimistically, although they were quite worried about many things involved in the working life. The expectations about working life were more pessimistic among those who estimated that their own study success was good or satisfactory than those who estimated that their own study success was excellent. Statistically significant connections were found between students’ management of everyday life and their expectations about work-life balance and working life, but only in the inner dimension of management of everyday life. The expectations were more optimistic among those whose management of everyday life was good than those whose management of everyday life was reasonable at the most. In the former case the transition from studentship to working life may feel easier, which can increase one’s satisfaction towards life. The research results can be utilized in developing education and workplace activities.
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(2021)The aim of this study is to learn how the work experience effects to the development of expertise and work identity as well as to find ways to integrate supporting the growth of expertise into a smoother part of home economics teacher studies. The target group of this study consisted student teachers in home economics who are working in home economics sector among the studies. In the household sector, this meant working as a home economics teacher in general education, free educational work, or in companies and organizations. There has been little research on the subject from the perspective of home economics. This study was conducted as qualitative research with features of the Delphi method. The study consists of two parts each with own research questions, data and analysis. The data was collected from 38 home economics teacher students. The data of part one was collected using Google Forms which is an electronic survey tool. Data of the second part was collected with remote group discussion involving five home economics teacher students. Both data samples were analyzed with data driven content analysis. The analysis of part one raised nine main themes; self-efficacy, accumulation of work experience, strengthening of the employment opportunities, household competence, pedagogical competence, working life skills, reflection, motivation, teaching and combining studies and working life. The material in the second part consisted of three proposals for integrating the support of home economics students' expertise into a more streamlined part of their studies. The examination of the results was combined with the model of integrative pedagogy modified by Tynjälä, Virtanen and Helin (2020). The materials complement each other and together they form a modified model of integrative pedagogy to support expertise in studies.
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(2020)The production of textiles poses many ecological and ethical challenges. Increased research data on the harmful effects of synthetic dyes on textiles and other products has increased interest in natural dyes. Consumer attitudes towards the origin of natural dyes or the significance of synthetic dyes as part of ecological consumption have not been studied much. The study examines the views of consumers on the sustainability challenges related to the production and consumption of clothing and how they themselves have made their textile con- sumption more sustainable. The study also examines the importance of the origin of colourants for consumers and their attitude towards synthetic and natural dyes in textiles and other consumer products. The research is qualitative and the research material consists of individual and pair interviews collected using a semi-structured theme interview. There are nine individual interviews and three pairs of interviews, which means that the entire material consists of 15 people. The material has been analyzed using data-based content analysis. The analysis utilized themes, categorization and conceptual maps. From the perspective of sustainability, the quality of textiles is a significant factor for consumers when purchasing clothing. The results infer that consumers do not consider fast fashion clothing products to be high-quality and that’s why they don’t consider them to be a part of sustainable consumption. Consumers are aware of the ecological and ethical challenges associated with the production and consumption of clothing and strive to change their clothing consumption in a more sustainable direction. The challenge, however, is the rapidly changing knowledge of sustainability. It’s also hard to evaluate how the global textile production chain works. Consumers value the safety of dyes in various consumer products. Consumers consider natural dyes to be more ecological and safe than synthetic dyes. Colour shades are an integral part of the attractiveness of textiles dyed with natural dyes. However, the shattered colour shades share consumers' opinions. Consumers are interested in natural dyes. They would need more information on the properties of colorants and the care of textiles dyed with natural dyes, especially if natural dyes are used to become more common in textiles.
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(2021)Foodwork has changed and responsibility of foodwork is starting to be more equally shared in households. Attitude towards foodwork depends, among other things, on situation and to whom one is cooking for. Convenience foods are used to simplify foodwork in households. Outsourcing foodwork to restaurants is also more and more common and take-away meals have become very popular. Technology and application innovations enable ready meals to be delivered to our doorstep. The aim of this study is to explain the use of and reasons to use home delivery services. Theoretical background of the study is based on the research of home economics and domestic work. Research of eating out and eating environments is also used in the study. This study was conducted as a quantitative study. The data was collected with survey questionnaire that was compiled based on theoretical literature. The survey was distributed via Internet in February 2021. Of 148 received responses 145 were accepted for the analyses. Analysis was conducted with IMB SPSS 26. Crosstabulation, Kruskal-Wallis, PCA and oneway-ANOVA were used as methods of analysis. Time saving, minimizing the amount of work and indulgence were the main reasons to use home delivery services for ready meals. Three groups that had different attitudes towards foodwork and home delivery services were found from the data. The groups were named 1. enjoying foodwork, 2. staying home and 3. valuation of ease. Female gender, high education and age (28–34 years) defined the first group. Size of household (at least two members), children and high education defined group two. Low education, 20 000–39 999 annual income and size of household (three or more members) defined group three the least. Among all respondents, home delivery services were used most by men and age group 28–34. The results of the study cannot be generalized to population and it would be important to study these themes further and in larger context since home delivery services are permanent part of the contemporary life.
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(2023)The aim of this master's thesis is to examine the experiences of home economics teachers in the Liberal Adult Education field concerning home economics online teaching. The Liberal Adult Education institutions were faced with an exceptional situation along with other education providers during the Covid-19 pandemic, when all teaching was provided via online. After the pandemic, online teaching has become a permanent alternative form of teaching. Home economics education in Liberal Adult Education emphasizes practical skills, interaction and working together. Previous studies suggest that in online education it can be challenging to implement home economics education to the fullest regarding its objectives and contents. This thesis examines, what kind of pedagogical decisions home economics teachers make to teach practical skills online, how interaction and collaboration are supported online and what kind of challenges and opportunities do home economics teachers see in online home economics teaching. The thesis was carried out in accordance with the principles of qualitative research approach. The data were collected in late spring 2023 by means of theme interviews with five (N=5) home economics teachers working in Liberal Adult Education who had experience of online home economics teaching. The data were analyzed by means of theory-driven content analysis. Due to the size of the data, the results of this thesis cannot be generalized quantitatively. The results show that home economic teachers make pedagogical decisions before and during teaching. The key pedagogical solutions preceding teaching were related to the value base of teaching, guiding principles and goals, planning of teaching and digital materials prepared by the home economics teachers. The pedagogical decisions during teaching were particularly related to the use of ICT equipment and services to support illustration. Speech as a pedagogical tool also emerged as a significant factor. Supporting interaction and collaboration proved to be challenging due to the different premises and goals of the course participants, as well as their often-passive role. From the home economics teachers' point of view, online teaching had several challenges, such as challenging content, IT challenges and the lack of community spirit and active participation. On the other hand, some of the online home economics education opportunities were seen as location-independence and the participation of friends and family. The teachers felt that online teaching was mainly meaningful, and they saw it as an opportunity to develop their own teaching skills and examine their work from a new perspective. On the other hand, online teaching was also seen as arduous. To obtain a more accurate picture of the phenomenon, it would be important to have a larger sample covering the whole country. It would also be important to study how participants in home economics courses experience online teaching, interaction and collaboration, as well as what their main interests and motivations are for participating.
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(2023)Responsibility and responsible consumption can be seen as one of the trends in consump-tion these days. The definitions and experiences of responsibility are diverse and extensive which can affect the actual consumption habits. The purpose of this study is to analyze what kinds of ideas consumers have about responsibility and what they consider as responsible consumption. The study also examines factors that influence consumption decisions. In addition, the study aims to explore how consumers' efforts to consume responsibly and their actual consumption behavior differ from each other. The method applied in this study is qualitative and the data was collected through interviews. Before participating in the interview the participants had kept a consumption diary in which they had written down forty products they had purchased. In the interview, these products were used as stimuli, on the basis of which the discussion about responsibility took place. Nine young adults between the ages of 24 and 35, who all are employed, participated in the study. The material was analyzed using material-based content analysis. The results of the study indicated that the key responsibility factors were the locality of the products, necessity, durability, recyclability, healthiness, and the animals’ and workers’ conditions. The basis of responsible consumption was considered to be needs-based consumption, which is based on the information about how to consume responsibly. According to the results of the study, the most significant factors behind the consumption decision were money, product characteristics such as taste and quality, and locality. The decisions were also influenced by factors that strongly rely on responsibility, such as preventing food waste and reducing meat consumption. Also, the decisions were guided by the interviewees' own preferences, habits, and needs. The study also showed that responsibility was considered important and the general experience was that responsibility is realized moderately in one's own consumption. However, money, ignorance, and own habits were felt to be the biggest obstacles to more responsible consumption.
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(2023)Parents and their children spend less time together than before. The everyday life of families with children is perceived as busy, and children spend even more time in day care. Home and family create the child's most important growth environment and interactive atmosphere has a significant connection to the child's safe growth and wellbeing. The atmosphere of caring refers to the ideal interactive atmosphere of a family with children, where the educational significance of being together is recognized. This study examines how the qualities of the atmosphere of caring and the qualities of parents' educational awareness are seen through the interaction of everyday life’s common activities of small children and their parents. The research method of this study is qualitive. Research data was collected using a diary method and a semi-structured interview. The participants consisted of five families, all of which had a mother, a father and two children, who were under school age. Families kept a diary for a week, of what they did together in their everyday life. The diaries were used as a support of the reflection in the interviews. Only parents were interviewed for the study. The data was analyzed by qualitive content analysis. According to the result of this study, during interaction of common activity, qualities of the atmosphere of caring appeared, which increased the positiveness of the emotional climate. These qualities were lack of urgency, the supporting of the cooperation between children, genuine presence, and consideration of participation. The qualities which increased the positiveness of the emotional climate were also seen as part of the educational awareness of the parents, which was found to embody different goals related to education. The goals were educational child orientation, children’s future everyday management skills, the reconciling of hobbies, work, and family life. A precondition for the goals is awareness of the educational significance of unhurried time with children, which is also a precondition for the realization of the atmosphere of caring. Therefore, unhurried time together with children, plays an important role in family’s everyday life’s interaction.
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(2021)The aim of this master’s thesis is to find out the experiences of ninth grader boy (assumed) athletes about their eating habits and food choices in everyday life and what kind of eating habits boy athletes have. Furthermore, the study aims to find out who or what influences and advises young people on nutrition-related issues and what kind of advice has been offered and how they try to follow the given ad-vice. The study was conducted as a qualitative study. The study data was collected as an electronic survey of 12 boy ninth graders from Helsinki. The survey utilized a stimulated enquiry, or “Stimulated recall” as a study method. Respondents were offered a video about eating habits, which was intended to focus the respondents' thoughts on their own lives and the everyday food choices. Respondents were examined in depth both as individuals and as a group, and analysis was formed with the qualitive content analysis. Participants in the study felt that their own eating habits were good or quite good. Respondents’ eating habits and food choices did not vary much on different days. The differences in the meals were reflected in the planning of the food for the com-petition days and the easy-goingness of the day-offs. In planning, boys strive for the timeliness and healthiness of the meals in order to perform as well as possible in sports performance. The days-offs were more relaxed in terms of food. The family and coach were found to have the greatest influence on respondents’ cur-rent eating habits. Special value was given to the advice given by the coaches and the willing to follow the given advice was high. Respondents’ who did not receive advices from their coaches hoped to receive them in the future. In addition, in the boys' responses to the survey, there were significant differences in the skills they have to describe or justify their everyday food choices. Three different response styles were emerged: (1) respondents who are aware of their own food choices, (2) respondents who are unsure of their own food choices, and (3) respondents who did not justify their own food choice answers at all.
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(2022)This thesis examines the descriptions of co-teaching by home economics teachers at the beginning of their career from the perspective of planning home economics education. The aim of the thesis is to examine how home economics teachers implement co-teaching and what they tell about the joint planning of teaching. The background of this research consists of discussing the changes of the school culture in primary schools, especially focusing on the perspective of the implementation of co-teaching and the joint planning of home economics education in the era of the 2014 curriculum of primary school. In my research, co-teaching is seen as the form of work of teachers, which is examined from the point of view of planning home economics education. Answers to the research questions were sought using the research method of qualitative research. As a data collection method was used a semi-structured thematic interview which I con-ducted on with the Microsoft Teams application. The interview framework contained four themes, which were used to discuss the realization of cooperation in the home economics teacher's job description. The information was written into one text document and after that the material was searched for expressions related to cooperation, co-teaching and teaching planning, which were formed in their final form by a material-based content analysis. The main categories were formed by coding in order to obtain summarized answers to the research questions. In this study, co-teaching was seen as a form of work for teachers and a way of cooperation that could be implemented in different variations. Based on the results, home economics teachers at the beginning of their careers implement joint planning of teaching in terms of sharing, updating and producing teaching material. In addition, the collegial support received through cooperation was seen as important, especially in challenging situations. However, the empirical data I collected show that co-teaching as a form of cooperation between teachers enables collegial support and the sharing of expertise in the job description of a home economics teacher. The home economics teachers who participated in the study saw the implementation of cooperation as an opportunity to make and implement home economics teaching. The conclusion was the development of co-teaching in home economics education. Empirical data showed that home economics teachers had faced challenges at the beginning of their careers that affect the implementation of cooperation. In the light of this research, parallel teaching as a form of activity for home economics teachers seemed to be minor in terms of teaching planning. However, home economics teachers saw cooperation and co-teaching as a possibility to implement home economics teaching.
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(2023)Financial literacy is an important civic skill that people need in everyday life and in managing their financial matters. Financial skills and financial education can be passed from one generation to another through observation and model learning. This thesis uses Bandura’s social learning theory, which helps deepen knowledge about the intergenerational financial education. The purpose of this study was to find out the means of financial education of highly educated parents and its intergenerational nature. The aim of the thesis was to find out what kind of means parents have for financial education and what kind of financial education they received in their childhood family. This research helps to understand the methods of financial education and to notice possible development directions for financial education. The study was made with a qualitative research strategy and the research method was oral history. The research participants recalled the ways of financial education they received in their childhood. Data consisted of nine interviews that were conducted by telephone. The participants were highly educated parents, between the ages of 33 and 54, and they had at least one child under 18 living at home. The data was analyzed with a theory-driven content analysis using Bandura’s social learning theory as an aid. The main result of the study is that financial education is intergenerational, but the results also showed exceptions. Parents’ financial education appeared through four themes, which were earning money, saving money, money talk and models of consumer behaviour. Parents felt that saving and earning money were the most important subjects to be taught and these were also the strongest intergenerational themes. These were used to influence the child’s attitudes and values about the money. Nowadays finance plays an important role in our everyday lives and home financial education has a big role in children’s financial skills in the future. Children adopt behavioral habits, values and skills from their parents. Parents could be given more support for their children’s financial education. It is important to pay attention to both home and school financial education.
Now showing items 101-110 of 110