Browsing by Subject "fortbildning"
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(2023)All people who are involved in teaching or tutoring of some sort need to update their competences every now and then. This also applies to teachers. According to a report conducted by Gun Oker-Blom, Swedish- speaking teachers participate to a lower degree in in-service training than Finnish-speaking teachers. In international comparisons, Finnish teachers’ participation in in-service training is lower compared to other countries. Finnish teachers also report that they are less satisfied with the in-service training they participate in than teachers in other countries. Research has also shown that teachers feel that the in-service training offered does not meet the needs of the teachers and that the in-service training does not contribute to their professional development. The aim of this study is to examine Swedish-speaking teachers experiences of in-service training. The goal for this study was therefor to describe teachers’ participation in in-service training by answering three research questions. The study used qualitative methods. The data was collected through semi-structured interviews with seven teachers. The teachers had worked between three and thirty years and they were all qualified teachers. The teachers worked in grades 1-6. To analyze the transcribed interviews, inductive content analysis was used. The results of the study showed that teachers viewed participation in in-service training as a way to develop as a teacher. Personal interest to learn new things and peer support were weighing factors for teachers to participate in in-service training. The teachers felt that participation in in-service and developing their skills is something that is a part of their job. When it came to the school leader’s role in teachers’ participation in in-service training, the teachers believed that it should be the principal’s job to encourage teachers to participate in training. Teachers also believed that the principal should have a clear picture of which kind of training individual teachers need but also what kind of in-service training the school needs as a whole
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(2020)Digital learning environments were introduced in the 1990s and have since then become a well-established part of today´s education. This study is written as the use of virtual learning environments increases rapidly, although it is still surrounded by challenges and uncertainty in regard to experiences, results and efficiency. Simultaneously, our society demands more of Finland´s educators than ever before, and the teaching staff is in greater need of support to manage the complexity of their work. The need for flexible, well-functioning in-service training was evident already at the beginning of the 2000s, which this study and the larger project are a response to. The aim of this study was to examine the efficiency of in-service training in a virtual context, to bring light to the challenges the participants still face, and to examine how the participants experience meaningful learning. The theoretical basis was Ausubel´s theory of meaningful learning, with additions by Jonassen as well as Ruokamo and Pohjolainen. The experience of meaningful learning was examined by five categories: commitment to teamwork, interest for the subject, discussion, professionalism and evaluation. The study is a part study in the LUMATIKKA-project, which is a cooperation between the Finnish National Agency for Education and a large number of universities. The data used in this study was gathered in 2018, through a survey sent out to participants in five courses within the project. The survey was completed three times per course to measure the experience of the participants and was filled out by N= 102 individuals. The statistical programme SPSS was used to process and analyse the material. The results showed that the participants had a positive experience in the LUMATIKKA-project, although the means of the categories commitment to teamwork and discussion declined during the courses. The participants who took part in the courses targeted at their specific school level were more satisfied than their colleagues in the general courses. No differences were found between the sexes. Differences were found in regard to age, showing that the younger participants were more negative than their older colleagues. Differences were found in regard to educational stage, stating that the teachers in grades 7-9 were more negative than their colleagues. Despite the differences in the sample, all participants were overall positive and stated that the courses felt meaningful to them. By offering well-functioning in-service training to teachers, we can support them in their profession and increase their competencies needed to educate the people of tomorrow.
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(2017)A rapidly changing society imposes demands on the individual person. There are constant changes concerning technology and innovations, changes that concern and affect our work life and methods. These require constant ability to adapt and develop skills. Furthermore, we live in a society where education and knowledge are considered as key factors for the development of society and for this current change boom. As these changes occur, it has become more common to participate in in-service training to keep updated in one's field of work. The purpose of this study was to examine how participation in an in-service training concerning supervision has been experienced by the informants, and what influence it had on them. The influence was examined in accordance with the theory of the different forms of capital. The informants have participated in in-service training to receive tools and advice concerning their own work or as a result of a changed work role. Additionally, the purpose of the study was to describe how the informants relate to the phenomenon of lifelong learning, and what it means in today's society seen from the informants' perspective. To achieve the purpose, the following research questions were answered: 1) How have the informants experienced the in-service training?, 2) On what levels has the in-service training influenced the informants? and 3) How do the informants relate to the phenomenon of lifelong learning? The material for the study consisted of interviews with eight (N=8) informants. The study was conducted qualitatively and proceeded from the phenomenological approach. The material was analyzed using the qualitative content analysis. The most central results were that three of the informants experienced that the in-service training was too theoretical and academic. These informants had wished for a training with more practical content. Furthermore, three of the informants experienced that there was a gap between the lecturers and oneself. The effects of the training were evident in that five of the informants acquired social capital, five acquired human or cultural capital and three acquired identity capital as a result. The informants were positive towards learning, and experienced that today's rapidly changing society and working life requires adaptability by the individual in terms of lifelong learning, even though three informants experienced that lifelong learning to some extent has lost its meaning and content. Furthermore, the informants desired more support from the employer to update one's knowledge and skills.
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