Browsing by Subject "implisiittinen kasvatus"

Aims. This study was motivated by deliberation upon what a home economics teacher could or should be able to do to make comprehensive school to display more responsibility than now towards themselves, other people and the environment during a home economics lesson. In addition, the draft on the new comprehensive school curriculum to be introduced in 2016 encouraged me to choose the topic. It emphasizes that the pupil needs novel capabilities in studies, working life and as a member of society in general in the future. This study discusses the experiences of home economics teacher education students on responsibility education both in home economics teacher education and home economics in comprehensive school during their studies. The research questions of the study are the following: 1. What is responsibility education in home economics? 2. What kind of experiences home economics teacher students have gathered during home economics teacher education? 3. What kind of possibilities do home economics teacher students see responsibility education have a. in home economics education? b. for the students themselves as home economics teachers? Methods. Ten home economics teacher students of the Helsinki University, who are in the final phase of their studies and who have completed the required teaching trainings, were interviewed for the study. The data of the study were collected by individual interviews, which were transcribed. The material was analysed through a qualitative contents analysis. Results and conclusions. The interviewees found it difficult to recognize the concept of responsibility education in the context of home economics teacher education and home economics in comprehensive school. However, they think responsibility education is very essential in home economics. In their opinion, responsibility education consists of two major areas, teaching topic matters, e.g. ecology and cooperation and social skills. The issue is that responsibility education is too implicit both in home economics teacher education and in home economics in comprehensive school. In the home economics teacher education students' mind, the remedy could be to make responsibility education more explicit than now e.g. by reforming its contents so that it would not be so splintered. Responsibility education should more than now also be adjusted to the pupils' different stages of development in comprehensive school education.