Browsing by Subject "didaktinen kolmio"
Now showing items 1-3 of 3
-
(2015)Aims of the study The goal of university teaching is to foster student learning. The current constructivist learning theory highlights students' active role in learning and so the students' point of view of their learning situation becomes important. The aim of this study was to gain knowledge about how university students understand excellent university teaching. The study was guided by the following question: What kind of perceptions do the students have about excellent teaching in university? The research question was elaborated from four perspectives: How do the students describe the teacher, expertise in subject knowledges' and pedagogical content knowledge, pedagogic relation and didactic relation? As a baseline for the study was the concept of scholarship of teaching, pragmatist constructivist learning theory and didactic triangle, which construe the core elements of teaching. Method The data of the study consisted of written suggestions by students of Aalto University of which teacher from their university should be rewarded, considering Aalto University's students' unions (AYY) contest "Teacher of the Year". The data of the study were collected during 1980-2011 by AYY. The data of the study was analyzed with a qualitative theory guided content analysis in which the theoretic aspect used was the didactic triangle's elements and relations. Results and conclusions In students' experience the didactic relation was emphasized. Therefore, in teaching, the students value and recognize most teacher's practical teaching action. In students' descriptions of excellent university teaching, teacher's characteristics, skills and action were more highlighted than the learning of students, although it also emerged in the data. From the aspect of the study's results, which represent the students' point of view, it becomes important to emphasize the following aspects in developing university teaching: teaching should be seen as a dynamic continuous process; in teaching and learning the close personal and learning interaction between teacher and students should be emphasized; individuality: the previous experiences of students should be considered and teacher's sufficient subject's control should be guaranteed.
-
(2021)The aim of this study is research teachers’ pedagogical thinking in oral health education. The study was interested in what contents classroom teachers consider important in relation to oral health, and what kind of teaching methods and materials they use when teaching these to their students. In addition, the challenges and opportunities for creative class teachers in oral health education were examined. The theoretical frame of reference for the study was Kansanen’s (1993b) Model of Pedagogical Thinking and the Herbartian Didactical Triangle. Teachers’ pedagogical thinking was approached from the arguments they shared. In this case study, eight classroom teachers were interviewed, seven of whom were currently teaching in primary school. In the interview situations, the I love mouth video of the Finnish Dental Association was used as a stimulus. The data were analyzed by inductive as well as deductive content analysis, also utilizing the quantification of the data. Class teachers considered it important to teach students content related to dental care, nutrition, intoxicants, and oral health and well-being. The most popular teaching materials in oral health education were textbooks, model teeth, and videos. Oral health was taught in everyday situations as well as through concreteness and functionality, group work and teaching discussions. Oral health care visits were considered desirable and their lack was regretted. As challenges in oral health education, classroom teachers saw a small role for oral health in curriculum content. In addition, there was a lack of teaching materials and one's own knowledge was not perceived as very strong. Directing students to a healthier life was seen as an opportunity. As in previous studies, the pedagogical thinking in this study also focused on the action level. Teachers justified the teaching of oral health based on, for example, their own experiences and everyday observations. The main emphasis in the explanatory memorandum was on the didactic relationship, therefore teachers’ relationship to the student' s learning. Additionally, the pedagogical relationship was almost as evident. Instead, the teachers’ relationship to content remained in the smallest role. Regarding the pedagogical thinking of teachers in the teaching of oral health, it can be stated that teachers should have more theoretical competence in the teaching of oral health.
-
(2022)Aims. Previous research has indicated that the quality of pedagogical relationship is related to students’ school-achievement. The quality of the relationship has also been shown to affect student’s engagement and coping in school. In addition, previous research shows that the quality of the teacher-student relationship is strongly affected by the somewhat permanent characteristics of a teacher and a student. For this reason, enhancing teachers’ professionality and awareness could be thought to play a significant role in developing the relationships. As the role of the teacher in the development of the relationships has been recognized as important, this thesis is focused on studying teachers' perceptions. Thus, the purpose of this thesis is to examine what kind of challenges do Finnish classroom teachers associate with the forming of pedagogical relationships, and which factors do teachers describe as promoting the quality. By answering the research questions, the aim is to increase knowledge of what Finnish classroom teachers think about pedagogical relationships. Methods. The research approach adopted in this thesis was qualitative. The research data was gathered by semi-structured interviews that were carried out via video calls. Seven classroom teachers were interviewed. The interviews took place during January 2022. When selecting the interviewees, the only criteria was that the participant had to have experience in working as a classroom teacher. There were also imaginary case-examples used in the interview. The cases represented different kinds of pedagogical relationships. The data was analyzed by a phenomenographic approach. Results and Conclusions. The teachers’ views on the challenges were divided into five different categories: teacher-related challenges, student-related challenges, school-related challenges, parent-related challenges and external challenges. The teachers’ views on the promoting factors of the relationships were divided into seven categories that include pedagogical methods, teacher’s thinking and being, attitude towards students, parents, collegial support, school culture and external factories. The results strengthened the idea of pedagogical relationships as dynamic phenomena that are influenced by multiple different factors. Considering the results of this thesis provides teachers an opportunity to raise their own awareness and reflect their own principles. The results also showed the kind of challenges, recognized by teachers, that could be easier to solve with better resources for education.
Now showing items 1-3 of 3