Browsing by Subject "noviisi"

The aim of this study was to investigate the kindergarten teachers' experiences of university studies and working life. The research questions were: 1) How do the kindergarten teachers see their own professional skills at the induction stage? 2) What kind of do the kindergarten teachers experience the relation between themselves and the work at the induction stage? The theoretical framework of the study was influenced by prior literature on central concepts such as the kindergarten teacher's profession, expertise, professional development and generic skills. The study was a qualitative study. The data were collected by personal theme interviews. Ten kindergarten teachers graduated from Helsinki university took part in the research. In the profession they had worked at most three years after their graduation. The respondents of the study were chosen randomly. The data were analysed using the content analysis based predominantly on the original data of the informants. The phenomena concerning the first main research question were classified to four main categories of professional knowledge; educational knowledge, knowledge of working life, independently learned skills and personal qualities. The phenomena concerning the other research question were classified to two main categories; what things do match to work and what things do not match to work. The research findings showed that the kindergarten teachers had got good theoretical basic knowledge and the generic skills such as the critical thinking skills during university education. The kindergarten teachers experienced that especially the practical teaching gave the best readiness for the practical work and their cooperation and communication skills developed. The positive feedback given by children, parents and colleagues created belief in knowing. Professional development began gradually. The contradiction between education and working life arose most dissatisfaction. The loading and stressing work and the unclear division of duties and trades were seen the biggest drawbacks of the kindergarten teachers work. The conclusion of the study is that the cooperation between the kindergarten teachers, the university staff and the day care personal should develop. University education should reform so, that it will match more to today's day care.

Objectives. The aim of this study was to examine the connection between coping strategies and personality traits of novice class teachers while handling mistakes. Accordingly, the more accurate research questions concerned a) the experience of making a mistake among novice class teachers, b) the nature of the coping strategies used in mistake-handling and c) the correlation between chosen coping strategies and the personality traits of novice class teachers. Earlier research has shown the connection between coping strategies and personality. Methods. The subjects of this study were four novice class teachers who had graduated from the faculty of education within two years. The material of this research was collected through a theme interview and a personality trait inquiry. The material was then analyzed with the help of theory-based content analysis and comparison analysis. Results and conclusions. The results indicated that social coping strategies were popular among the novice class teachers. All of the subjects seemed to rely on social support while coping with errors. These social coping strategies were seen crucial to the occupational wellbeing. Therefore, the accessibility of social coping strategies must be enhanced in the work communities in the future.