Browsing by Author "Kaartinen, Minna"

The aim of this study is to describe, analyse and interpret teacher's perceptions on temperament and effects of temperament on student evaluations. There's hardly any research done in Finland on how class teacher's receive temperament and how it effects evaluations. The subject is important to further research since each student will be evaluated throughout their school years. There were two research questions: 1. What is the teacher's level of knowledge on temperament? 2. How does temperament effect on students evaluation? Research methodology: Answers to research questions were searched by interviewing six (6) classteachers and by analyzing their answers through Grounded theory and through content analysis. Results and conclusions: Teachers had not really received any education on temperament during their studies. Part of the teachers had searched information on temperament outside of their studies. However teachers had some kind of perception on temperament (inherent way to function and to react in different situations) and the different features of temperament (activity level, shyness etc.). Temperament seems to have effect on student evaluations relating to learning, working and behavior even that according to the Perusopetuksen Opetussuunnitelman perusteet 2014 (Foundation teaching Learning Plan) students temperament should not have effect on evaluation. On the other hand in the same document teacher's are obligated to evaluate working methods and behavior as a part of subject grade. Therefore teachers have contradictory instructions on how evaluations should be performed.