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Browsing by Subject "haasteet"

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  • Pistokoski, Ahti (2020)
    Objectives. The aim of the thesis is to unravel the challenges primary school teachers face in physical education of visually impaired children. My goal is also to explore how primary school teachers would develop the physical education of visually impaired children. Earlier studies have shown that a visually impaired child joining sports class can cause uncertainty and sense of inadequacy among teachers. Due to the prevailing ideal of inclusion, children with visual impairment mainly attend school as a part of general education. Therefore it is important to reasearch the experiences of teachers, and thereby strive to develop the exercise opportunities of visually impaired children in general education. Methods. The method used in this thesis was a case study. The material consisted of five in-terviews with teachers that had taught physical education in primary school. Among the five interviewees there were three primary school, one special education and one physical educa-tion teacher. The interviews were partially structured and conducted in the spring of 2020. The analysis was based on qualitative methods, where emphasis is on content and thematic analysis. Results and conclusions. Several challenges became apparent from the interviews. The challenges were divided into three themes: workload of teachers, organization of high-quality teaching and barriers due to the impairment. The teachers’ views of the targets of development were again divided into four themes: teacher training, separation of classes, attitude of the teacher and planning of the lessons. The interviewees felt that teacher training does not prepare teachers to organize physical education for children with visual impairment. The teachers emphasized the value of additional training. The results show that there are still many barriers in physical education, but with sufficient support measures it is possible to overcome them and provide equal opportunities for all children in general PE.
  • Immonen, Waltteri (2021)
    The special education reform and development to support in learning and school attendance has resulted in major changes in the job description of Finnish special education teachers (SET). The distribution of resources to schools has also changed. Previous researchers have found a lack of resources in special education. Teachers also experience a lack of time in their work. To date, barely any quantitative research has been conducted on the challenges SETs face in their job in Finland. The aim of the study was to answer two questions: (1) What challenges do special education teachers find to have the biggest effect on their job? (2) Was there a connection between certain background variables and the teachers’ experiences of these challenges? All persons working as SET from early childhood education to secondary education were considered suitable respondents. The responses were collected via electric questionnaires. The first research question was answered by compiling the questionnaire answers and comparing their answers based on the means and frequencies. The second research question was answered using multivariate methods (one-way analysis of variance, Kruskal-Wallis test, two-way analysis of variance, t-test, Post Hoc test, Analysis of Simple main effect). In the questionnaire, SETs (N = 339) assessed how much each challenge affected their work. Judging by the responses, SET’s find that their work is affected by the expansion of their work as well as excessive differences between municipalities. In addition, several answers related to the inadequacy of time received high values in the responses. Because of this, SETs feel that collaboration does not work well enough and that there are not enough resources for supporting students. Students’ individual characteristics and behaviour is also considered challenging. Of the background variables, the level of education clearly distinguished the respondents most effectively. The SETs also experienced challenges in different ways depending on the age group they were in charge of. The experience with special education and the job title had an impact as well. Differences were also found based on the method of education and the population of the municipality the teacher worked in. However, the effects accounted for by these factors were small. The study also found synergies between variables. These included synergy between the level of education and the professional title, as well as the professional title and the education route. However, the effects of these factors were also small. On the other hand, no connection was found between experiences of the challenges and the teacher’s overall teaching experience.
  • Juntunen, Anna-Maija (2014)
    Aims and background: The purpose of this study is to find out what kind of challenges a visually impaired meets in a kitchen when preparing food. First I consider shortly visual impairments, secondly what kind of special equipment there are for visually impaired in a kitchen and thirdly what demands there are for the kitchen environment to be functional for visually impaired. The Research questions are 1) What kind of challenges a visually impaired person meets in a kitchen when preparing food and 2) How does she/he copes with the challenges she/he meets when preparing food and what kind of strategies she/he uses to cope with the challenges. Material and methods: This study is a case study which was based on observation. The Data was collected by videotaping food preparation and baking in a rehabilitation Centre for Visually Impaired. A test subject was a visually impaired person. Results: The most important result was that the visually impaired person used very much sensory skills, first of all sense when she/he was preparing food. Secondly an equally important thing was the systematic performance when she/he was working throughout the whole cooking session. The third but not so significant observation was the use of other senses vision, hearing, smell and taste. Any special equipment for visually impaired were hardly used. Conclusions: Tactual skills are the most important means to cope with the challenges. Another important mean is the systematic way of working. Using these means cooking goes safety and fluently. These results can be used for decreasing those challenges which can be faced when visually impaired are preparing food, baking and working in the kitchen and for making improvements in a kitchen environment.
  • Ikonen, Kirsi (2020)
    With the amendment to the Act on Upper Secondary Education that came into force in 2019, students have the right to receive special needs education in upper secondary school, which is why the need for upper secondary school special education teachers will increase in the future. In the last decade, there have been only little research on special education in upper secondary schools in Finland. The purpose of this study was to find out the work assignment of upper secondary school special education teachers and the challenges they experienced in carrying out their work. The aim of the study is to look at high school special education from the perspective of high school special education teachers and to create an overall picture of what kind of tasks the job description of a high school special education teacher consists of and what kind of challenges they face in their work. This is a qualitative study, where was interviewed six high school special education teachers who worked in three different municipalities. The research material was collected through semi-structured thematic interviews, which were analyzed using content analysis. Based on the results of the study, the job description of special education teachers consisted of three broad areas, which were collaboration, student support, and written work. In the job description of a high school special education teacher, the most employment-related tasks emphasized issues related to supporting reading difficulties, making reading statements and writing learning support plans. The most challenging things for high school special education teachers were the lack of resources and time in their work, as well as the ambiguity of their own job description. According to special education teachers, these results show that current resources are not sufficient to provide ongoing and adequate support in upper secondary school. In order to organize special education in upper secondary school, clearer frameworks would also be needed to make the provision of support more uniform and equal in every upper secondary school throughout Finland.
  • Oubajja, Sara (2023)
    Goals The aim of this study is to find ways in which a classroom teacher can support students with ADHD. The goals of the thesis are to examine how experienced teachers support ADHD students in school and in teaching. This research also aims to provide more information about ADHD and its support in school context. The interest of this the-sis’ topic arose from the need to find support strategies for common challenges in the field of education. The thesis primarily addresses the most common challenges of ADHD in the school context, as well as the strategies used by classroom teachers to address the challenges of ADHD students. In addition, the study focuses on classroom teachers’ knowledge of ADHD, ADHD diagnosis, and treatment. Methods The study is qualitative research in which research data was collected through thematic interviews. The interviews involved primary school classroom teachers from different classes, each of whom had at least 10 years of teaching experience and experience in teaching ADHD students. The research data was analyzed using a data-driven content analysis approach. The interviews were transcribed, and then the data was examined in relation to pre-vious theory. Results and conclusions The study revealed that that a classroom teacher can support ADHD students in many ways. In teaching, clear goals and structure, as well as multi-modal guidance, were crucial in supporting ADHD symptoms. It is particularly important fo ADHD students to know what is expected of them in class and what they need to do to achieve the goal. Multi-modal guidance, which is visual and verbal, asl well as step-by-step, helps maintain the atten-tion span of ADHD students. ADHD students understand instructions more ef-fectively when using step-by-step guidance. In addition, classroom teachers can support students with ADHD by differentiating tasks, providing immediate feedback, and making the teaching as engaging and active as possible. In ad-dition to work, classroom teachers can support student concentration by break-ing the teaching into shorter segments, allowing the attention of ADHD stu-dents to last longer. All of these strategies are aimed at ADHD students, but these strategies are often beneficial to the entire group.
  • Türkmen, Leyla (2021)
    Objectives. Multilingualism will become more and more visible in schools with immigration. According to the forecast, by 2030, one in four residents of the Helsinki region will speak a foreign language, ie speak their first language other than Finnish, Swedish or Sámi. This means that at least one in four school-age children speaks more than just their school language at home. The diversity of students' language backgrounds must also be taken into account in school teaching. Research has been conducted on the challenges and opportunities of multilingualism in basic education from the perspective of teachers and schools, among others. The perspective of children and young people who speak Finnish as a second language, ie multilingual, has received less attention. The aim of this study is to bring the student’s perspective on the topic, as they themselves are best placed to tell about their own multiplicity in terms of both the challenges and opportunities involved. Methods. The study examines the challenges and opportunities of multilingualism from the student’s perspective. Research has three needs, which are research need, supporting the development of multicultural schools, and increasing understanding of multilingual students. The extract of the study was a qualitative case study, the material of which has been collected through semi-structured thematic interviews. The material was collected by interviewing three young people who speak Finnish as a second language. Interviewees were selected for the study based on their multilingual backgrounds. Content analysis from data sources was used as the data analysis method. Results and conclusions. According to the interviewees, linguistic challenges arose in learning Finnish, studying in another language and especially in reading comprehension and language fluency. The challenges experienced in the school environment were strongly related to situations that were perceived as difficult to adapt to. The potential for multilingualism in this study was not combined with teaching at all. Multilingualism was perceived as an empowering factor in maintaining friendships, an important part of one's own identity and a tool for self-expression. Although summaries of young people’s responses could be made, despite the similarities, young people’s experiences of the challenges in primary education varied widely. The research provides information and increases educators ’understanding of what issues should also be addressed when encountering a multilingual learner.
  • Nissinen, Venla (2021)
    The framework for this study comes from Carol Dweck’s (2000, 2006) theory of mindsets. Dweck has categorized mindsets between two categories: the growth mindset and the fixed mindset. A person with a fixed mindset believes these qualities are stable whereas a person with a growth mindset believes human qualities such as intelligence, skills and personality are malleable. There have been a lot of studies about mindsets, but most of the research examines the mindsets of adolescents and adults. Instead, there has been less research regarding children’s mindset and effect on them through education. This is a case study from the third grade of primary school. The data of this study was collected as a part of the Copernicus research project led by Kirsi Tirri, based on the growth mindset pedagogy. The data consisted of learning diaries completed by the third grade pupils during the teaching period called “I can learn!”. The aim of this study was to find out what things pupils mention as challenging, what kind of mistakes and failures remain in pupils’ minds. In addition, pupils were asked to describe what strategies they use when facing a challenging learning situation and how “I can learn!” -teaching period influenced earlier strategies described. The analysis was done using an inductive content analysis. The results of this study showed that challenges and mistakes mentioned by the pupils were mainly related to exercise and school subjects. In light of the results, it can be concluded that the teaching period was able to influence pupils’ thinking and attitudes towards challenges and failures. The strategies mentioned by the pupils for challenging situations increased and positive, self-talk began to appear in pupils’ responses at the end of the teaching period. We can identify increase in pupils’ growth mindset thinking as a result of I can learn! -teaching period.
  • Kärnä, Aino (2016)
    The aim of this study is to find out, describe and interpret the novice classroom teachers' perceptions of the challenges they encounter in their job in the elementary school and how they cope with them. The main research question is: what kind of professional challenges and coping methods novice classroom teachers have at the beginning of their career. To help answer this question there were two subquestions: which factors are challenging at the beginning of the career according to novice teachers and which factors help coping with the challenges and, therefore, help the novice teachers at their job. The gap between the university studies and the actual work, the induction phase of a novice teacher and the challenging nature of the profession from a novice teacher's perspective have all been previously studied and the studies have proven that the induction is hard and strenuous on the novice. The previous studies as well as my own experience as a novice teacher formed the theoretical context and basis for this study. The material for this study was gathered from seven novice classroom teachers who worked in the Helsinki region and who had experience in teaching no less than one and no more than three years. I interviewed each novice teacher individually. I analyzed the interviews with the help of content analysis based on previous theories. I looked for themes in the interviews: what kinds of challenges and coping methods were mentioned. The interviews provided information on which factors are considered challenging and which support the novices' work and how. Novice teachers mentioned multiple challenges at the beginning of their career. Some of the challenges overlapped with each other and they concerned the number of different tasks and roles a teacher has, the pupils, the work community and the difficulties in collaboration, the everyday aspects of being a teacher, the school practices, teaching, the community outside the school, and the collaboration with parents. The coping methods and factors supporting the work concerned a well-functioning work community, peer support, pupils and their parents, the balance between work and free time, the novice's own attitude, and feeling that the work is meaningful. A few factors, for example the work community and the pupils, were in some cases a challenge and in other cases something that supported the novices in their work. The results of my study could be utilized in the induction phase, making it easier, and at the final stage of the university studies, when the teacher students are being prepared to start their teaching careers.
  • Murto, Elisa (2022)
    Objectives. At the beginning of the Covid-19 pandemic, a large part of teaching in higher education institutions was transferred to distance learning, which affected the lives of students in many ways. The aim of this study was to examine what kind of challenges Finnish university students experienced in their studies during the Covid-19 pandemic and distance learning in the fall of 2020. The connections of the perceived challenges to gender and to the start date of studies were also examined. This study aimed to form a deeper understanding of what kind of demands the Covid-19 pandemic caused for university students. Based on the demands, it was discussed what kind of resources students would need to support their studies and well-being. In this study the study demands-resources model was used as theoretical framework. Methods. The research data was gathered as a part of the research of the educational psychology research unit of the Faculty of Education, University of Helsinki. The sample consisted of university students (N=1264) aged 18–58, of whom 81% were women. The measures of the study were based on an open question regarding the challenges experienced by students in their studies. The data was analyzed by classifying the challenges appearing in the answers using qualitative methods. The connections of the perceived challenges to gender and to the start date of studies were also examined using cross-tabulation. The significance of the observed differences was tested with the χ² test. Results and conclusions. Thirteen different categories of challenges were identified from the data, which described different physical, social, emotional and cognitive challenges experienced by the students. The most common challenges reported by students were related to high workload, time management and organizational skills, as well as lack of social interaction and loneliness. The results showed differences in the perceived challenges according to the start date of the studies. The results also suggested gender differences, but these differences were not statistically significant. Based on the results, students would need social support which the university could provide, for example by enabling social integration, especially at the beginning of studies. In addition, students would need support for developing time management and organizational skills, as well as physical support, for example in the form of providing facilities suitable for studying.