Browsing by Subject "itsetuntemus"

The purpose of this thesis was to find out how social and emotional learning occurs in the practical theories of classroom teacher students and graduated classroom teachers. The aim was to examine what kind of factors, related to the social and emotional learning, occur in the practical theories of the first class students, the 3th to 5th class students and graduated classroom teachers. In addition, the aim was to examine whether there are any similarities or differences in between the factors that are related to social and emotional learning amongst the participants of this thesis. Furthermore, the aim of this thesis was to understand what are the sources of the practical theories that are related to the social and emo-tional learning. This thesis is a part of a research project led by Karlsson and Pitkäniemi (2011). The aim of this re-search project is to analyse the practical theories of the teacher students. The material of this thesis consists of practical theories of the 1st and 3th to 5th class classroom teacher students and graduated classroom teachers. Students’ practical theories are based on the material collected for a research pro-ject done by the University of Eastern Finland in 2017 and 2019, whereas the practical theories of graduated teachers have been collected via an E-form in 2020 - 2021 as a part of my thesis. My thesis is a qualitative and phenomenographic study. The research analysis has been presented in tables. The results of this thesis indicate that there are factors that are related in the social and emotional learning in the practical theories of the classroom students and graduated classroom teachers. The main factors in the practical theories, related to emotional learning, were the teachers’ social and emotional competence, emotion regulation, social abilities and self-knowledge. There weren’t distinct differences with regards to the social and emotional learning in between the practical theories of students and the graduated teachers. The respondents’ own experience was the main source in all materials related to the social and emotional learning in practical theories. Teacher education as the source for the practical theories was emphasized more often in the practical theories of the first class students than amongst the other respondents.