Browsing by Subject "osallistava pedagogiikka"
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(2022)The purpose of this thesis is to examine classroom teacher’s views on participation and agency in primary school’s visual arts education. The study aims to find out how classroom teachers define the concepts of participation and agency and in what ways it is found possible to promote these things in school in general, and visual arts classes in particular. The theoretical framework of participation and agency is based on the socio-pedagogical approach of participation. The promotion of participation and agency is viewed in social and political contexts and examined through the concept of engaged pedagogy. The study was conducted as a qualitative interview survey. A total of six people were interviewed for the study and the interviews were conducted as semi-structured thematic interviews. Interviews were conducted both by using online connections and in person. All the interviewees were working as classroom teachers or special class teachers that had taught visual arts to primary school students. According to the study, classroom teacher’s views in participation and agency could be categorized as opportunities to influence, personal experiences of meaningfulness and active acts. The views in promoting participation and agency in school and in visual arts education adapted the above-mentioned categories. Participation and agency were promoted via social and political means. The opportunities to impact were associated to both political and everyday decision-making. Promoting student’s identities and internal motivation were emphasized in the personal experiences of meaningfulness. Active acts consisted of dialogical and interactive working methods that emphasized responsibility among students.
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(2017)The concept of participation has gained attention in the discussion involving children and young people during the last decade. Children's and adolescents' participation relates to human rights and legislation. In education science, participation has been researched and modeled from kindergarten to university pedagogy. Also, the new national core curriculum for basic education emphasizes participation in many ways. In this study, participation is considered both from the perspectives of teaching materials and pedagogical strategies. The purpose of this study was to determine in which ways the teacher's guides for 3rd grade environmental studies lead teachers to promote pupil participation. The conceptual framework of this study is based on the principles of so called participatory pedagogy. The research was conducted using qualitative methods. The research material consisted of three 3rd grade teacher's guides for environmental studies. The analysis was conducted as a theory-based content analysis. Main concepts guiding the analysis were multidisciplinary learning modules, active construction of knowledge, pupil's own voice, assessment, democracy skills, social perspective and agency. Instructions to promote student participation could be found from the teacher's guides analyzed in this study. The new curriculum emphasizes the involvement of pupils in the planning, implementing and assessing of their own learning, school work and learning environment. The teacher's guides had mostly instructions relating to the planning and implementation of teaching, whereas very little tips on the assessment were found. In the light of this study, the teacher's guides could be further developed to enhance pupil participation in all the three phases, as is the aim in the new curriculum and participatory pedagogy. This could mean replacing the instructions in teacher's guides that allow mere attending with the instructions that promote real pupil participation.
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