Browsing by Subject "opetuksen suunnittelu"
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(2015)The purpose of this study is to investigate the home economics teachers' work and occupational well-being. The visible part of the teacher's work is the activity in the classroom, in addition to which the work includes a number of other pro-active and ex post tasks. One of the dominant elements of the teaching is the planning, which focuses on the tasks in more detail. Along with the planning, research wanted to emphasize teacher's own experience of work as the experiences have a strong linkage to perceived well-being. The well-being of teacher is therefore important because it is reflected in students' well-being at school. Teachers' well-being has been affected particularly by the psychological aspects of the work that are based on factors related to both teacher and working conditions. The analysis of the research included characteristics of qualitative and quantitative research methods. The target group consisted of home economics teachers from comprehensive schools from all over Finland that have been teaching in the academic year of 2014-2015. The obtained data included 67 answers of which 58 also submitted open reports. Open reports were used to study teachers' experiences of work whereas other questions were used to analyse the amount of teaching and planning. The reports formed narrative features to the research and they were analysed with categorical and thematic analysis. Thematic approach produced six themes describing different work characteristics and well-being. Quantitative analysis was used to describe the amount of time used in teaching and planning of the teachers with different backgrounds. The study revealed that the increase in teaching hours resulted in the decrease of time used in planning per one lesson. According to the research data older teachers used relatively more time in planning than the younger teachers. Teachers having more work experience used less time in planning whereas teachers with permanent employment used relatively more time in planning than teachers with temporary employment. Home economics teachers' occupational well-being was burdened by challenging students, the amount of work, sense of hurry and the lack of breaks. Instead, teachers' well-being was improved by proper intrinsic motivation originating from students and general job satisfaction.
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(2020)Objectives. There is only a little research on teachers' perceptions of planning; the prior research has been local and limited mostly to lesson planning. Teachers' views between Finland and the Czech Republic have not been studied. The objective of this study is to find out what are the teachers' views of planning in a basic school context. This study aims to find out what are the areas planning consists of, which factors affect them, how language teachers plan their work and what differences can be found in the language teachers' planning based on the country, teaching experience and the teaching context. Methods. Overall, 12 basic school teachers took part in the study. Five of them taught in the Czech Republic and seven in Finland. The research data consisted of recorded and transcribed semi-structured interviews that were held individually either in person or in distance via phone or video calls. The data were analysed through qualitative content analysis by coding the transcripts based on both theory and the collected research data. The codes were then categorised to five themes, and these themes were divided into subclasses. The chosen parts of the data were first analysed as a whole and then grouped based on the teachers' background information. Results and conclusions. The language teachers' work included both short-term and long-term instructional planning. Planning objectives, assessment, teacher's schedule and other work tasks were also included in planning. Besides, the teachers collected and created materials and took part in curriculum work or worked on other school-specific documents. Writing brief notes was the most common means of planning. There were no striking differences in teachers' planning based on their years of experience. Lower secondary teachers included the students' thoughts more, and teachers of more unusual languages or advanced groups created more materials than other teachers. The teachers working in Finland included more technology in their planning and plans, talked more widely about curriculum work and had more scheduled co-planning time in comparison to their colleagues in the Czech Republic.
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(2022)This thesis examines the descriptions of co-teaching by home economics teachers at the beginning of their career from the perspective of planning home economics education. The aim of the thesis is to examine how home economics teachers implement co-teaching and what they tell about the joint planning of teaching. The background of this research consists of discussing the changes of the school culture in primary schools, especially focusing on the perspective of the implementation of co-teaching and the joint planning of home economics education in the era of the 2014 curriculum of primary school. In my research, co-teaching is seen as the form of work of teachers, which is examined from the point of view of planning home economics education. Answers to the research questions were sought using the research method of qualitative research. As a data collection method was used a semi-structured thematic interview which I con-ducted on with the Microsoft Teams application. The interview framework contained four themes, which were used to discuss the realization of cooperation in the home economics teacher's job description. The information was written into one text document and after that the material was searched for expressions related to cooperation, co-teaching and teaching planning, which were formed in their final form by a material-based content analysis. The main categories were formed by coding in order to obtain summarized answers to the research questions. In this study, co-teaching was seen as a form of work for teachers and a way of cooperation that could be implemented in different variations. Based on the results, home economics teachers at the beginning of their careers implement joint planning of teaching in terms of sharing, updating and producing teaching material. In addition, the collegial support received through cooperation was seen as important, especially in challenging situations. However, the empirical data I collected show that co-teaching as a form of cooperation between teachers enables collegial support and the sharing of expertise in the job description of a home economics teacher. The home economics teachers who participated in the study saw the implementation of cooperation as an opportunity to make and implement home economics teaching. The conclusion was the development of co-teaching in home economics education. Empirical data showed that home economics teachers had faced challenges at the beginning of their careers that affect the implementation of cooperation. In the light of this research, parallel teaching as a form of activity for home economics teachers seemed to be minor in terms of teaching planning. However, home economics teachers saw cooperation and co-teaching as a possibility to implement home economics teaching.
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