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Kalevala Jewelry, the most well-known jewelry company of Finland, was founded in 1937 and is owned by The Kalevala Women's Association, a cultural organization which preserves and advances national heritage. Traditionally, Kalevala Jewelry is known for its historical jewelry, but in the 2000's the company has focused particularly in modern design. This study analysed the collections and operation of the company in the context of cultural heritage theory. The study focused on the collections and operation of the company during the era of its establishment in the 1930–40's and during the modern era in the 2000–2010's. The objective of the study was to analyse if the operation and collections of the company were consistent with the changes in the prevailing heritage conceptions. The secondary objective was to decipher how company's own heritage has impacted Kalevala Jewelry's collections and operation. The analysis was based on literature of Kalevala Jewelry and The Kalevala Women's Association, jewelry catalogs from different eras, articles about Kalevala Jewelry published in the Pirta magazine and press releases of the company. Furthermore, Kalevala Jewelry's design leader Kirsti Doukas and Petra Nikkinen, who is in charge of company's communication, were interviewed. The analysis was conducted following the NCT-model for the qualitative content analysis. The collections and operation of Kalevala Jewelry in its first decades were found to be advanced compared with the prevailing heritage conception of the decades. The development, which has occurred in the operation of the company in the 2000's, were shown to reflect the development in the prevailing heritage conception. Traditional cultural heritage was found to be the most evident in Kalevala Jewelry's historical jewelry. However, manifestations of modern unofficial and intangible cultural heritage were found in the company's modern collection. The own heritage of Kalevala Jewelry was shown to be a fundamental part of the company's operation. The heritage of Kalevala Jewelry is also seen in the company's jewelry collections.

The Objective. Two persons with severe chronic non-fluent aphasia had received repetitive transcranial magnetic stimulation (rTMS) and Intensive language action therapy (ILAT) interventions. The aim of this multiple-case study was to analyze if their possibly improved language skills also improved social-functional communication abilities in every day life. Another objective of the study was to analyze the adaptation to impaired speech by a person with aphasia and the significant other. Previous research has shown that aphasic people communicate better with their close relatives than their success in clinical tests may predict. Several studies have shown that persons with aphasia and the significant others can give reliable assessment of aphasic speaker's linguistic and communicative skills in every day life. Even though the mutual adaptation to impaired speech aims at improving the interaction, it can in fact cause asymmetry between aphasic speaker and his/her significant one. Data and Methods.The participants comprised two persons with aphasia and their significant others. The first participant was a 52 year old man who had had a stroke 2 years earlier and another 72 years old man, 4 years after stroke onset. Both participants had a chronic severe Broca's aphasia. The quantitative data of the study consisted of Communicative Activity Log (CAL) ratings of patients and their significant others given before and after the interventions. The qualitative data consisted of 20 videotaped conversations (about 7 hours of raw data). Focus of the analysis was on changes in communicative activity of the participants and there were identified through conversation analysis (e.g. initiating new topics or how different kinds of repair initiatives were used). Also signs of asymmetry between a person with aphasia and the significant other were identified. Results and Conclusions. The CAL evaluations revealed that 52 year old participant's performance in everyday life situations improved significantly. The participant reported a significant increase of 38% in the quality and 14% in the amount of communication in everyday life after the interventions. Consistent with this result, his significant other reported also increase of 33% in the quality and 38% in the amount of his communication. Also signs of changes in his communication into more symmetric direction were identified in conversation analysis. He aimed at producing more detailed and lengthier utterances, asking questions and initiating new topics in conversation. For the 72 year old participant the self evaluating index revealed a qualitative improvement of 27% and quantitative improvement of 38% in communicative activities. Conversely, his significant other reported hardly any improvement in his quality of communication and decrease of 9% in the amount of his communication. Changes in 72 year old participant's communication weren't that clear in conversation analysis data either. He however showed more active role in interaction initiating new topics in conversation, and producing lengthier utterances and details like names. Some noteworthy changes in both participants' repair initiatives were identified after the interventions: both participants made repair initiations to their conversation partners, they also expressed the trouble source if they could't hear or understand their conversation partner's turn. Both of the participants also made self-repairs after unsuccessful attempt to articulate the missing word. Self-repair was non-existent feature in their conversation before. These changes reveal e.g. that the linguistic competence of the participants had improved and the interaction with their significant others appeared more symmetric and harmonic compared to conversations before the interventions.

The freedom of choice has driven people to look deeper into their own identities, and researchers are more interested in the construction of identity due to changes in the society. Entrepreneurship is also identified in the Finnish government's new policy as a driver of the growth of the Finnish economy. This study examines the paths and professional identities of entrepreneurs who have studied education. The research questions were How do educationalists become entrepreneurs and What types of professional identities do entrepreneurs have? The study examines the construction of professional identities narratively through stories because stories are a natural way for humans to talk and tell about their lives. The theoretical framework concentrates on the various dimensions of identity, professional, entrepreneurial and narrative identity. Ten entrepreneurs holding a master's degree in education participated in the research. The data was collected in October 2015 with interviews and the transcribed interview data was analyzed by using a narrative approach. All interviewees were somewhat familiar with the concept of entrepreneurship before becoming entrepreneurs themselves by living in an entrepreneurial environment. Interactions with other entrepreneurs, the person's own attitudes and their history of being an entrepreneur were all major reasons behind the decision of becoming an entrepreneur. The firm was often founded as a solution to a problematic situation. These situations included having spare time, an obstacle for career development or a desire to develop, unemployment and the lack of a business idea. When talking about the present and the future, the entrepreneurs identified themselves as persistent, goal oriented, being sociable, willing to learn and enthusiastic about their work. Three types of professional identities were detected: Gyro Gearloose, Ambitious and Realistic. These features were not specifically linked to the professional field in which the entrepreneurs work. This shows that the entrepreneurial identity is strongly related to the professional identity of the entrepreneurs.

The increase of multilingual children in Finnish ECEC has highlighted the need to assess its inclusivity and effectiveness in educating and caring for children from various backgrounds. As early childhood is a crucial time for the development of language, social-emotional skills, and experiences of participation, it is essential that all children are effectively supported in developing these skills and provided with experiences of belonging. This study aims to investigate multilingual children’s participation opportunities during a shared reading and discussion activity. Eleven video-recorded shared reading sessions from different ECEC groups were analysed using qualitative content analysis. Finnish was the language of instruction in all groups. Multilingual children’s behaviour was examined in reference to three categories: active engagement and participation, passive engagement with little participation, or interfering behaviour with limited engagement and participation. Based on these observations, groups were divided into three categories depending on if they were considered to have a lot, some or little participation and engagement for multilingual children. Teachers’ methods for facilitating participation and engagement were also investigated, which resulted in 6 main themes and 19 categories being identified. The analysis revealed that most multilingual children actively participated in the activity, and teachers used multiple methods to facilitate participation and engagement. However, there were several groups where some children did not participate actively and received little support and attention from the teacher. Children’s multilingual competence was also rarely made visible during the sessions, as Finnish was the only language used in all groups. While the findings were generally positive, the lack of support for some multilingual children’s participation and the prevalence of monolingual practices indicate that the use of language-aware and inclusive methods could be developed especially in reference to shared reading.

This research aims to understand the motivational factors of the first year class teacher students to seek their way into the industry as well as their expectations towards the studies. The target is also to study the most meaningful experiences of the studies described by the third year class teacher students. Analyzing the motivational factors of the individuals entering the industry provides understanding why class teacher studies are so popular and what are the driving factors towards the industry. The class teacher studies are facing a variety of different types of expectations that are actively changing within the society and its diversified structure. Despite the fact that class teacher studies have been seen as practical academic education, during the past few years the relationship with theory and practicality has been questionalized. The research was conducted using qualitative research methods. The research material was collected using narrative thematic interviews. Eight first year students and four third year class teacher students were selected to the interviews. First group of interviews were conducted in the autumn of 2017 and the second group during the autumn of 2019. The interviews were recorded and transcribed after which they were analyzed following the principles of thematic analysis. The first year class teacher students had applied to the industry from many different back-grounds and driven by diverse set of motivational factors. The most significant motivational factors for entering the industry were social factors as well as own personality and values related to it. There were a vast set of expectations directed to the class teacher studies. The studies were desired to provide readiness to act in a practical manner and developing individuals professional identity towards the ideal profile of a teacher. Third year class teacher students felt that the studies had enhanced their professional identity as well as developed their pedagogic and academic skills. The teacher apprenticeship included in the studies had been experienced as the most meaningful part of the studies, which is the reason for desire of more practical content to be included in the class teacher studies.

The thesis should highlight the instrument teachers' experiences of work as teachers of the Tempo Sistema children's orchestra from a social point of view. The purpose of Tempo orchestras is to enhance the interaction of children and young people of various backgrounds in the orchestra through joint music and to reach out to music hobby especially children living in more socioeconomically challenging conditions. The activity is inspired by the El Sistema music education activity aimed for social change. Tempo orchestras include children who have needs of pedagogical support or behavioral challenges. In this thesis, I will examine how the social starting points and goals of the activity are manifested in everyday teaching and how teaching in Tempo Orchestra differs from so-called traditional instrument teaching. The second research question concerns the professional skills experienced by instrument teachers for teaching students with need of pedagogical support and with regard on demands of Tempo teaching. The theory of the research is based on social pedagogy and the basic principles of El Sistema action. The thesis is a case study guided by the researcher's reflective approach and the researcher's personal experience as a Tempo teacher. The data collection was carried out as separate focus group interviews of three different Tempo teaching teams. The material was analyzed by using qualitative content analysis and thematization. The results emphasized educational teaching that strives to meet students individually. The challenges in Tempo teaching were related to students' different pacing and social goals of participation, as well as restless control, primarily in the orchestra rehearsals of a larger group of students. A kind of special pedagogy was considered to be a natural part of the Tempo work, but the teachers still strive the capabilities for teaching students who need support. The results showed a picture of Tempo teaching as a multidimensional social-pedagogical work, where the picture shows a balancing act with the traditions of social and instrumental pedagogy. Adding special educational expertise to the field of social pedagogical work can support children and young people who need support more strongly to achieve growth and development.

Fashion and luxury go well together in fashion blogs. Quality outfits and polished appearances play a significant role in popular Finnish blogs. Luxury products have become more accessible to the average consumer since blogs have become more and more popular. Blogs provide an image that anyone can consume and wear luxury brands and products. The aim of the study was to examine what kind of luxury can be found in fashion blogs. Is it superfluous materialism? Or is it a need and a desire to belong to a community where people share similar interests? The data consisted of updates of nine popular Finnish blogs from three months time in 2012. The blog selection was influenced by both researcher's knowledge of fashion blogs and general popularity and update frequency of the blogs. This qualitative study was based on netnographic principles and analysis method was content analysis. The results divided into two entities: material and immaterial luxury. Material luxury was divided into luxury collecting, considered consumerism, dreaming and contradiction. Luxury collecting included brand consumerism and pleasure with products. Typical for considered consumerism was to invest into quality, scarcity and uniqueness. According to the data dreaming of luxury brand products was a pleasure for several bloggers. The study also showed that some bloggers have contradicting views and attitudes towards luxury. They consume luxury products but feel uneasy simultaneously. Immaterial luxury consisted of sharing knowledge and lifestyle in a social context and aesthetic experience which blogs provide to the reader. Finding knowledge and sharing experience, involvement, belonging to a significant community and receiving acknowledgement from the community were essential in immaterial luxury. Aesthetics of the blogs were photographed bodies completed with carefully selected outfits and accessories. At best those pictures can be seen as little artworks that provide a true luxury experience to the reader.

Nowadays design has an important role in people's everyday life. The goal of design education is to help children and young people to be more aware of and to understand different forms of design in our society, and learn how to apply design methods in practice. This is the way to promote and develop important future skills, such as knowledge creation, critical thinking and problem solving skills. In the new Finnish National Curriculum for Basic Education 2014 designing is an important part of craft education. This Master's Thesis is part of a wider design-based research which consists of work done by me and Päivi Heikkilä. Our research theme was to design and develop new design-based teaching material for secondary school craft education. The goal of the material is to inspire teachers and pupils to get familiar with the design process and to exploit it in a more holistic way in craft education. The original teaching material was designed, based on the background theory and experience, together with Päivi Heikkilä. After that we continued developing the material using the methods of user experience research. The survey for the craft teachers was part of my own Master's Thesis. The aim of the survey was to collect opinions and development ideas from the teachers working in the schools. The beta version of Muoto & käsityö teaching material was sent to 115 craft teachers around Finland and they evaluated different features of it. They were also asked to give ideas how to develop the material. The data was analyzed using statistical and qualitative research methods. According to this research, teachers are seeing the Muoto & käsityö teaching material suitable for craft education. They see the appearance and the overall structure clear, the content suitable for the secondary school pupils and the theoretical part important introduction to understand the design process. Teachers were also pleased with the usability of the project part. All of our goals for the teaching material were achieved. Teachers are seeing the Muoto & käsityö teaching material as a current and necessary addition to craft education, especially now when the new Finnish National Curriculum for Basic Education will take effect.

Aim. The purpose of this study was to examine learning in the museum and the use of museum services in supporting teaching and learning from class teachers' and museum educators' point of view. The study introduces ways to develop schools' and museums' cooperation as well as museum services for schools. The background of the study is in the renewed core curriculum for basic education and in the role of museum learning. The new curriculum will be implemented in schools starting Autumn 2016. Methods. The study was conducted as a qualitative research. Five class teachers and five museum educators took part in the study. The research data was collected by using individual theme interviews in Helsinki during Spring 2014 and 2015. Data from the interviews was analysed by using qualitative content-based analysis. Results. Class teachers and museum educators evaluate museum as an important resource for teaching and learning. Museum as a learning environment is versatile and supports school learning in many ways. Museum services were evaluated as mainly positive. Instead the quality of guided museum tours was evaluated as variable. Additionally teachers were looking for better practical teaching materials. Schools' and museums' cooperation was considered good from both teachers' and museum educators' point of views. Museum educators considered that cooperation could be utilized in more versatile ways. Defining museum services for schools more clearly can encourage more teachers to utilize them in teaching and learning. With the help of more goal orientated cooperation, it is possible to improve the dialogue between schools and museums as well as to develop museum services to meet school's needs better.

Objectives. The objective of this master's thesis was to investigate music teachers' unders-tanding and experiences of teaching creative music production. Creative music production is an essential part of the latest Finnish National Core Curriculum for Basic Education, but ac-cording to research, creative teaching methods are implemented variably in music education and often overshadowed by more traditional teaching methods. Creative teaching methods are often perceived as challenging to implement, and many music teachers feel unprepared to teach them. This study aimed to determine the background factors that affect the success of teaching creative music production and the skills required of the teacher. Methods. The data for the study was collected by interviewing four music teachers who teach in primary schools. The interviews were semi-structured thematic interviews, and the data was analyzed using qualitative content analysis. Results and conclusions. According to the music teachers who participated in the study, the most important factors that contribute to the success of creative music production in primary school music education are a safe and supportive learning environment, the teacher's subject knowledge, differentiated teaching, resources, the teacher's attitudes towards creative teaching methods, and planning and limitations. Strong subject knowledge was considered a prerequisite for pedagogically competent teaching.