Browsing by Subject "autoetnografia"
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(2020)The objective of this research was to describe autoethnographically the intecration points on my personal history´s narrative identities. Material comprises of work plans and work diaries, and the resulting artworks. The scope of the study reference frame was set around narrative identity consepts, integrated with the narrative identity of personality psychologist Dan McAdams (1995) and narrative identity theories of hermeneutic philosopher Paul Ricoeur (1992). The reference frame concerning the craft science was practice-led research where artist acts as researcher of his/her own work. Maarit Mäkelä´s dessertation (2003) ” Memories on Clay” has influenced this work. Mäkelä studied representations of subjective creating process and gender, and verbally described the creative process and the resulting artworks. Research questions: 1. How integration points of my personal history´s narrative identity are materializing into textile art? What kind of process it is? 2. How this research process is shaping my narrative identity? Methods The research material was composed of autoethnographical processing of my personal history´s narrative identity integration points. The work plans and work diaries material comprised 85 pages and included photographs from different stages of the process. During my research process, I created five piece of textile art based on the fragments of my personal narrative identity. I interpreted and analysed the process in the course of it (reflection-in-action) and retrospectively (reflection-on-action) applying to the practice-led research. Results and conclusuions The outcome of this study were five textile art works.
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(2024)The aim of this study was to deepen the knowledge and skills related to the Okinawan dyeing technique bingata, continuing the subject of the bachelor’s thesis on the Japanese katazome dyeing methods. The theoretical part of the research includes information about the history and the geographical location of Okinawa, various aspects of the history of bingata and its technical work methods and working tools, answering comprehensively to the question what is bingata. The purpose of the research was to describe the cultural-related skill learning process through personal experiences and to tell how the knowledge acquired during the intensive period implemented in the research is reflected to the knowledge acquired in the theory part. There is a limited amount if any research about bingata in Finnish, so it is justified to produce profound information of bingata. This was a qualitative research that researched bingata as a dyeing method. The learning process of bingata dyeing at an intensive period in Okinawan dyeing studio was observed and analyzed with an autoethnographic approach. During this period the skill and knowledge of bingata dyeing as well as the working methods and tools were learnt. As a method of observation, the researcher’s notes, logbook, photographs and video recordings were used to save the characteristics and important considerations of the different work phases of bingata. The result of this study was an extensive description of bingata, which made it easier to understand the specificity of the bingata dyeing technique as well as its complexity. The aspects that influenced the birth and development of bingata and combined the importance of history with the development of technique and its current status was brought up in the research. The creation of bingata has more than ten steps which in the study were divided into three main categories based on the work methods and materials that were used in them. The work phases contain many details that only came visible during the intensive period through the observation, analysis and learning process. Examples for these are the details related to the color application of different patterns and areas, learning working grips and using different kind of aids to make the process smoother. By analyzing the dyeing skill learning process with an autoethnographic approach and by mirroring it to the information obtained from the theory part, nuance differences which helped to deepen the learning of bingata dyeing skill, were found and described.
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(2017)This research was based on a need to repair a national costume and willingness to document the repair process. The product repaired was an old national costume from Kemiö district. The main research question was: how to repair an old national costume. The sub-questions of the research were: how to define the version of the dress, what are the limitations which the dress itself is causing to the repair options and how the traditional sewing methods of a national dress could be utilized in the repair process. Several factors were impacting the repair process, such as: traditions, the features of the dress and the target identified by the researcher. Kemiö is located in the Swedish speaking area of Finland, and therefore the aim was also to find out whether there was any special guidance related to the traditions of Swedish speaking area's national costumes. There were several problems in the costume, such as the incorrectness of some parts compared to the model costume, incorrect sewing methods used, poor shape of some items and the wrong size of some items. The research strategy used was a case study research and the research method was autoethnography. Some features of the practice-led research were utilized as well. The data consists of narratives and notes written by the researcher during the research process as well as photographs of phases before and after repair. The data was analyzed by reflecting the narratives and the analysis is merged with the data. The best suitable practices regarding the repair of this specific national costume taking into consideration the targets defined by the researcher were identified as a result of this research. Some of the research results can benefit other repair processes as well, even though the target was not to create generalizable guidance.
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(2023)Objectives. My goal in this research was to take a look at early childhood education teaching and to consider how it appears itself through the teachers own thinking and self-reflection. Teaching in general and especially early childhood educations teaching has been studied very little in recent years. Early childhood education and especially its shortage of teachers has been talked about significantly in the media and in general discussion in the 2020s. I believe that in order to properly comprehend, among other things, like the problem of attraction and retention of qualified teachers, we need to understand more deeply what early childhood education is all about. A majority part of an early childhood education teacher’s working time is filled with interacting with children, teaching and guiding them. Preschool education is a significant vital link between early childhood education and school, and it is strongly characterized by goal orientation and its learning components for which the early childhood education teacher is responsible for. In this study I ended up examining early childhood education teaching in those moments when the teacher guides a group of children as part of preschool education. Methods. This research is qualitative, focusing on describing and understanding in-depth the teaching of early childhood education. I carried out the research as an autoethnographic study, where I put myself and my own thoughts and experiences from my teaching at the centre of the research. The research consisted of my own diary-like notes, in which I reflected on the preschool activities I implemented. The analysis model that was used was mainly data-oriented, but as the analysis progressed, I also used theory driven analysis to my advantage. Results and conclusion. In the preschool situation, the work of the early childhood education teacher appeared to be interactive and dynamic. As teacher, I used my observations, theoretical knowledge and experience to my advantage when guiding a group of children and when reflecting on my own activities. I constantly observed the group of children and its activities and modified the activities and my own thinking according to these observations and my own pedagogical views. As an early childhood education teacher my thought processes when guiding the preschool group multi-level. According to the results of this study, the work of an early childhood education teacher appears as demanding and multidimensional when the teacher guides a group of children. The work requires constant vigilance and observation as well as pedagogical readiness and competence.
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(2019)Aims. Information and communication technologies are defined as important civics in the new curriculum and every student should have the opportunity to improve these skills. They are seen both as an instrument and as a target of learning. The increasing importance of social media in society has also remarkably increased the social media discourse. It is seen as an opportunity although it simultaneously raises fears and concerns. The previous research has focused on examining social media as a tool for learning. Less attention has been given to the opportunities it offers to building interaction between pupils and teachers. This study examines the collective interaction of a school class in WhatsApp application. The aim of the study is to find out how the role of the teacher is formed in the conversation and to approach the interaction from the third space viewpoint. In addition this research aims to locate the dissonance experienced by the researcher as a class teacher taking part in the informal interaction in social media. Methods. The data in this study is a WhatsApp discussion from the spring semester of 2016. It was not originally collected for research purposes but was selected for research at the end of the academic year. The study was attended by all 22 pupils of the class and the class teacher who later assumed the role of the researcher. The data is approached through discourse analysis with autoethnographic features that are based on the teacher’s experience in researching her own practice. This analysis utilized both data-driven and theory-driven analysis. The framework of the analysis is based on Gutiérres et al. (1995) theory of a third space by means of building the conditions of a third space. This concept worked as a middle level analytical tool. The experienced dissonance was located using the concepts of agency and especially the contradiction of control – agency as well as through the dialectics of the epistemic and the existential dimensions of being a teacher. Results and conclusions. Pupils were active agents in the interaction. They were more active in initiating and participating in discussions than the class teacher whose role was emphasized by the existential dimension of being a teacher. The teacher appeared as an equal participant in the conversation. The WhatsApp conversation acted as a third space and building this space required the abandonment of traditional institutional interaction. WhatsApp application worked as an interesting mediator that enabled the subjects of the study to build their interaction in a new way. The dissonance was placed in the dialectics of control - agency and balancing between the existential and epistemic dimensions of teaching. This study helps to see the opportunities of interaction in social media and reveals the challenges it brings from the teachers point of view. It also points out the importance of the teachers presence.
Now showing items 1-5 of 5