Browsing by Subject "haastattelu"

The aim of this thesis is to describe, analyze and interpret the meanings that the administrative representatives of the City of Jämsä Education and Culture Department give to the Music Institute as part of the Education and Cultural Services. The study is a qualitative case study and the data is analyzed according to phenomenographic analysis. The research is motivated not only by the researcher's personal interests in music and musical hobbies, but also by the interest in decision-making and its preparation. The research questions are based on the history of the national music school system and the local music institute, research on folk and music school and their social significance, research on Finnish leisure music hobbies, documents and regulations governing the activities of the city and the Music School, their organization and strategy. Three administrative representatives of the Education and Cultural Services in the City of Jämsä were interviewed for the study. The theme interviews were recorded and transcribed. The analysis of the material proceeded according to the phenomenographic analysis. The results of the study show that the Music School has also cultural, service and collaborative responsibilities in addition to its educational duties. The music school’s strengths include competent, long-term and motivated staff, content and collaboration. Weaknesses are related to financial aspects. The life-cycle perspective of the Quality-of-life Services is comprehensively realized in the Music School. According to representatives of the educational administration, the Music School is an actor to prevent inequality and exclusion, although fees and entrance examinations limit the opportunities for participation. From a communal point of view, the Music School creates a community in itself and it has many successful partners. Related to health improving aspect, the Music School first and foremost improves mental health. According to the interviewees, the Music School strengthens both local music culture and cultural activities. Through its activities, the Music School has been a part of the nationwide history of music schools, for example, by training experts in important musical positions. There have been structural, operational, economic, political and cultural changes in the administration and services of the City of Jämsä. In particular, the Music School supports the fields of well-being and vitality of the “Jämsä 2025” strategy. Economic, cultural and operational challenges are mentioned for the future.

Tiivistelmä - Referat - Abstract Aim of the Study: Firstly, the purpose of this study is to examine how teachers are supporting students and what kind of obstacles they face. Secondly, the purpose was to examine teachers experiences of support and it`s significance for society. This study is important and current. Resent studies have shown that supporting students in their studies has influence for student`s advancements of studies and prevents discontinuing studies. Also, the new legislation obligates teachers to plan for students an individual way to continue studies and support student s in many ways, even if, in the same time the financial support of vocational education has changed and decreased. Methods: This study was conducted using qualitative methods and it was based on the theme interviews of seven vocational teachers. One of them was working as a special vocational teacher. The theme interviews were analysed by using a qualitative analytic technique as the inductive content analysis method. Results and Conclusions: Firstly, teachers were supporting students in many ways. In this study teachers were supporting students in life management, learning and in difficult life situations. In the most severe cases, such as mental health issues and substance misuse issues, students did need occupational help from social and health services. Secondly, vocational teachers were also facing obstacles in supporting students. These obstacles that they were facing included lack of resources like time. Teachers considered importance in supporting students in equal ways, but they were facing obstacles to do so because of the large amount of support that was needed. Thirdly, there were also some vocational teachers who did not consider supporting students to be part of their work, only in the learning issues. On the other hand, some of the teachers considered the support of students have more wider consequences in the society: preventing discontinuing studies and social exclusion and it`s economical influence. From the point of view of social policy and preventing social exclusion, teacher`s role and how they will be educated, have importance in how students will be supported also in other things than just their learning issues. Also, the teacher education has an important role. It would be important to include in the teaching plans the issues considering the supporting students in different ways, not only about difficulties in learning. Vocational teacher needs competence to work in different kinds of networks also with student welfare services and with guardians. Vocational teachers need knowledge about social services and capability to guide students in these services. It demands the courage from teachers to meet students comprehensively. It is needed to develop the forms of vocational teaching and to do individual plans for the students and it is needed to provide more time for graduate for those who need it. Vocational education should have more resources to support students in many ways and possibilities to co-operate with all teachers, vocational counselors, vocational special teachers and with the whole student welfare services. These are the most important ways to prevent students to discontinue studies and to prevent social exclusion.

Goals. In my masters thesis I want to research teachers', whom teach PE, opinions about groupings in PE lessons. I want to find arguments, why PE is usually arranged in Finland so, that boys and girls move in different groups in PE lessons. In addition I want to discuss the aspects of why this kind of boy-girl – grouping can be problematic. Methods. In this thesis I made a pilot study interviewing three (3) teachers who teach PE. Two of them taught PE mainly in a secondary school and one of them taught PE mainly in primary school. I made semistructured interviews with teachers. I wanted to hear both positive and negative arguments about ways to make groups in PE. I transcribed the interviews. I separated meaningful comments from the transcribed interviews and introduced them in my material in the results part. I also supplemented my study with a short interview form targeted to Facebook group members called "Alakoulun aarreaitta". I wanted to know how many of the teachers have faced problems with gender equality in PE classes and what was the nature of these problems. Results and conclusions. As a result I got valuable arguments both ways of dealing groups in PE. As a conclusion may be considered that teachers' preferences about ways to deal the groups in PE correlate with their work experience and their training. Still all three of the teachers found both, positive and negative arguments in both ways of grouping the students. Interview form gave me numbers that one from three teachers had faced the gender equality problems teaching PE.