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Browsing by Subject "fallstudie"

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  • Hellstrand, Mirjam (2022)
    In 2016, after the introduction of the new national core curriculum for basic education in Finland, open and flexible learning environments have been incorporated in new or thoroughly renovated schools, to some extent. The purpose of the new learning environments is to support the new curriculum goals that advocate phenomenon-based and versatile learning, student-centered learning, student autonomy and the use of technology. Previous research suggests that increased collaboration among teachers is required for a functioning everyday life in school. Furthermore, research also suggests that co-teaching has had a positive impact on teachers’ workload and well-being. This study examines how teachers in grades 1–6 experience the opportunities and challenges of co-teaching in open learning environments. In addition, the aim was to find out how teachers use the open learning environments in their co- teaching. The study was conducted in spring 2022 as a case study consisting of semi-structured interviews and observations. Four teachers from two different schools in Swedish-speaking regions in Finland participated in the interviews. The interviews were recorded for transcription and the data was analyzed thematically. The observations were used to support the interviews and played an important role in the interpretation of the results. The results state that the teachers used different co-teaching methods depending on goals, subject and content. Flexible furniture and creative floor plans provide an opportunity for teachers and students to modify the learning environments as needed. According to the teachers there were several opportunities with co-teaching such as shared planning and responsibilities and collegial support. The open learning environments gave the teachers an opportunity to be more flexible and mobile. Several adults in the learning environment made the teachers feel that they had more time for the students. Collaborative planning and open communication proved to be important, although this was considered time consuming. Likewise trust, personal chemistry and participation proved to be essential for a functional co- teaching. It was clear that it takes time for both teachers and students to adapt to the work in open learning environments. Similarly, co-teaching requires time for adaption.