Browsing by Author "Johansson, Ani"

According to the Finnish National Core Curriculum (2014), the goal of craft teaching is to guide pupils’ holistic craft process. The teaching is usually divided between two teachers teaching different areas (technical work and textile work). The purpose of this research is to depict, analyze and intercept the cooperation between the craft teachers. The aim of this research was to examine how craft teachers execute cooperation, how the cooperation appears, what are its goals and how the cooperation could be improved. The subject of this study was the cooperation between craft teachers who work in the same school. This research is a continuation of my bachelor’s thesis in 2019, in which I investigated how schools organize the shared multi-material craft subject according to the curriculum (POP 2014), how teachers understand multi-materiality and how it is reflected in student’s work. The results of the research showed that the teaching was organized in shifts, in which students were alternately under the guidance of the technical work teacher and the textile work teacher. Multi-materiality was understood such that the students could freely choose the materials and techniques used in their own craft projects. The implementation of shared multi-material craft subject requires the cooperation of the teachers. The research was carried out using qualitative methods. Nine teachers from five different schools were interviewed for the data. Four of the interviewees were technical work teachers and five were textile work teachers. The interviews were conducted as semi-structured theme interviews. The final material was gathered from eight interviews. The data was analyzed using theory-based content analysis. Based on the results, the working pairs formed three different type descriptions of co-teaching. The cooperation of the least cooperating work pair was limited to joint evaluation. The students didn’t do a joint project, and the teachers didn’t want to increase co-operation. The cooperation between the other two pairs varied slightly, in both the teachers planned and evaluated the teaching together. There was no joint teaching, but at the end of the school year the students did a holistic craft project supervised by both teachers. The teachers were satisfied with the cooperation and wanted to increase it. Successful co-teaching requires above all the effort of both teachers and the ambition to commit to common goals.