Browsing by Author "Renko, Marianne"

Objectives. Previous research shows that teachers are required to work under constant change. The changes in society affect schools and teachers’ job descriptions. Working in the changing environment requires the ability to confront changes as well as comprehensive professional knowledge. With the help of generic skills it is possible to face different challenges and problems, and thus survive in the changing world. The purpose of this study was to investigate classroom teachers’ conceptions of what their work entails today and in the future as well as the changes that have impacted their job description. In addition, this study examined classroom teachers’ conceptions of their most important generic skills, the meaning of these skills in changing situations and teacher education as a supporter for building these skills. Methods. This qualitative research is phenomenographic. The material of this study was collected with thematic interviews with four classroom teachers. The research material consisted of transcribed interviews that were analysed by using the phenomenographic analysis. The results of this study were processed in four different sections with the help of the research questions. As an outcome of the analysis, a descriptive category was formed for each section to help with the presentation of the results. Results and conclusions. According to this research the classroom teachers’ conception of their job description is wide and unclear. In addition, the research shows that in the present the classroom teachers’ job description contains tasks that the classroom teachers don’t have qualification for. The interviewed classroom teachers felt that various social changes had had an effect on their own work and as well as the students and the entire school community. This research reveals that the classroom teachers’ most important generic skills are knowledge and skills related to their own field, collaboration and organization skills, the ability to delineate their own work, stress tolerance, digital and data acquisition skills, flexibility and readiness to face changing situations, self-development and taking care of one’s own well-being. The classroom teachers considered these skills to be helpful in changing situations. Additionally, this study showed that teacher education may not necessarily provide sufficient support for developing generic skills during the studies.