Browsing by Subject "auktoriteetti"
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(2021)Goal. The objective of this study is to survey classroom teachers’ insights of authority, its contribution to peaceful work environment and finally, how the amount of work experience affects these two factors. Teacher’s authority has been examined and written about from many different perspectives. It has been affected by changes in society and the school system. The aim of this study is to describe and address the topic as broadly as possible in order to outline the big picture. Authority has been seen to have a very large impact on peace in the class. The concept of peace at work is subjective and is usually approached from the discourse of issues. Both topics and related changes have also been actively discussed in the media in recent years. The study also took into account changes over time and their effects. Methods. The study was conducted as a qualitative study using a phenomenographic research approach. The material was collected using an electronic questionnaire and the respondents were working as a class teacher. The group of respondents was quite heterogeneous and the survey was answered anonymously. The material consisted of replies given by 33 people to open interview questions. The data was analyzed in relation to three different research questions. Results and conclusions. The research results showed that classroom teachers defined authority mostly in relation to agreed rules, student encounters, interaction, and trust. The length of teachers’ careers affected their responses in many different ways. Novice teachers felt they had less authority than those who had worked in the field longer. Novice teachers also didn’t emphasize the importance of the rules as much in their responses, but rather highlighted aspects of positive pedagogy. The majority of respondents felt that their class was in favor of peace at work and only four expressed dissatisfaction with peace at work. Almost half of the respondents mentioned certain students disturbing peace at work. Respondents who had been teachers for the longest time found most often their working peace to be good, but also stated more often that certain students perceived working peace as challenging.
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(2022)The purpose of the thesis is to research the meaning of classroom management and its relevance in a teaching situation from class teacher’s perspective. The aim is to examine how classroom management manifest itself in teaching situation, compile data of the classroom management resources class teachers use and explore how classroom management skills can be improved and supported. The thesis is a qualitative case study. Five education expertsaround the Finlandwith knowledge of teaching participated in the research. The data was collected by semi-structured interview and data driven content analysis was used to analyse the data. The educational experts’ views of the classroom management and its relevance were exceedingly congruent. The classroom management was understood as wide-rangingpositive concept. Class teacher’s authority, personality, consistency, interactionskills, knowing the student and the cooperation with guardians and colleagues werestrongly associated with classroom management. Theseconceptswere divided into five defined themes. These themes are class teacher’s personality, interactionskills and empathy, teacher-student relationship, pedagogy, and cooperation.The results show that classroom management is very significant concerning class teacher’s success, it is fundamental. With classroom managementaclass teacher builds afunctioning group where everyone feels well and safe. Classroom management embodies school satisfaction, social relationships, students active studying and learning. Without classroom managementaclass teacher fatigues and burns out. Classroom management skills develop on the job by peer learning from the colleagues. The support of the work community and headmaster is vital part of the evolving classroom management. As a result of the research the classroom management is given comprehensive and positive definition. There is no need to rename the term itself, but the associations combined to classroom management. The results of this research can be applied to regeneration of the contents of the class teacher education and development of teacher’s professional skills.
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(2018)The purpose of this qualitative study is to describe, analyze and interpret home economics teacher students’ experiences as substitute home economics teachers in metropolitan area schools in Fin-land. The study also highlights how home economics teacher students find substitute teaching to contribute to their occupational identity and how the guidance provided by a home economics teacher helps in substitute teaching. Previous research with the same scope on this topic is unavail-able. The research material was gathered by conducting personal interviews in Helsinki during September and October 2018. There were eight interviewees and all, except for one participant, were home eco-nomics students holding bachelor’s degree from the University of Helsinki. The one interviewee was undergraduate. The interviewees were women aged between 27 and 40 years. All the interviewees had several substitute teaching experiences lasting at least few hours at once. Most of the interview-ees had also experience from longer-lasting substitutions. The interviews were transcribed, and the material was analyzed using content analysis. Based on content analysis the substitution experiences of home economics teacher students were mostly positive. The substitute teaching was considered useful and even necessary part of gaining additional experience during the studies. Interviewed students find substitute teaching a good way to make sure they were in the right field before graduation and that their occupational identity had strengthened substantially as a result of substitutions. Although the teaching practise were consid-ered to encourage for taking substitutions, they were also considered to negatively affect the will-ingness to teach in elementary school. The most significant variability between substitute teaching experiences was related to the received instructions. The proposed development ideas were mainly related to common instructions for substitute teachers as well as the introduction of separate folders for the use of substitutes. These are considered to clarify the job description as well as to provide tools for group management.
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(2018)Aims. Recently, the interactional side of teaching has been emphasized in the school environment. At the same time, the aspect of knowledge continues to exist. Combining the dimension of knowledge and the dimension of humane presence, from the point of view of teaching, has not been the topic of the recent discussion in the field of pedagogy. There is still unclarity how these two dimensions merge in practice in teaching. The focus of this research is the dialogue between the dimension of knowledge and the interactional dimension of being a teacher. The aim of this re-search was to find ways how teachers can balance between these dimensions. The framework of this study builds upon a theory of a teacher profession by Malinen (2003) which provides tools for theoretical scrutinizing. There does not exist any further empirical research utilizing on Malinen’s (2003) theory. In the framework of this research, I place the scrutinizing the different dimensions of being a teacher into the context of dialectic. This way I deepen the conceptual understanding of the dialogue between the teacher dimensions. Methods. This research is a qualitative research and the data has been collected with theme inter-views. The subjects of the study were five class teachers who all had different work experience in education and they were from different age groups. All the subjects were in different phases of their careers and they worked in different schools. The interviews were transcribed and analyzed using content analysis and Malinen’s (2003) theory. The interviews focused on the teachers’ own exper-iments of their professional role. The analysis of this research was a theoretically oriented empirical analysis that used both data-driven analysis and theory-driven analysis. Results and conclusions. The results offer an empirical model of how Malinen’s (2003) theory’s epistemic and existential dimensions manifest in the context of class teacher’s work. Furthermore, the results provide a theoretical model which develops further the theoretical parse of epistemic and existential aspects on the basis of Malinen’s (2003) theory. These results provide concrete tools for teachers to use in practice and how teachers can balance between the different aspects of being a teacher. On the other hand, the results also offer an improvement on the theory a teacher profession in the theoretical research field of pedagogy. The results display and classifies empirically how epistemic and existential dynamics play out in teacher’s profession.
Now showing items 1-4 of 4