Browsing by Subject "osallistuminen"

Aims. It is generally known fact that personnel training is the most extensive form of adult training in Finland, and for many organizations, competent personnel is mandatory and ensures competitiveness. The goal of the study was to find out what kind of meanings personnel training has for people working in the personnel service sector and what factors encourage and discourage them to participate in the training offered by the employer. The research examines the meanings employees attach to personnel training and their effects on the employees’ own, subjective experiences. The key here is how employees value personnel training. The review also includes what kind of factors guide employees to apply for training offered by the employer and, on the other hand, what factors slow down applying for training. Methods. The material used was the interview material, which consists of interviews with nine people working in a company in the personnel service sector. Five of the interviewees were female and 4 were male. The interviews were carried out using a Teams connection in the spring and summer of 2021. The interviews were recorded and transcribed. The interviewees were treated anonymously throughout the research process, as was the company where they work. The analysis method of the data was material-based discourse analysis, and discourse categories containing different meaning systems were constructed from the speech of the interviewees. The starting point here was the speech of the interviewees and the social reality built up in their speech and its examination and analysis. Results and conclusions. The research showed that for all interviewees, personnel training is extremely important and is considered an intrinsic value and self-evident part of the organization. The interviewees see themselves and the organization as active and reciprocal actors and consider themselves responsible for their own competence. Many interviewees built their views on personnel training using the 70/20/10 model. The incentives for applying for training were seen as the development of one’s own competence and the efficiency of operations, as well as collectivity. On the other hand, online mediation, scheduling challenges and content and implementation irrelevance were seen as discouraging factors. On-site training that connects colleagues and develops one’s own core competence is seen as a desirable. On the other hand, online training offered a short notice with irrelevant content is one that you don’t want to participate in. The basis of all this is employee’s strong idea that learning and skill development are seen as positive self-values.

Recent international comparative studies have shown that the participation of the Finnish school children is weak. At the same time young citizens' social passivity has been an issue in the public debate. Research findings indicate that methods of civic education has been mainly adult organized. That is why the new National Core Curriculum (2014) highlights strongly student's agency and participation. Uutisluokka Project was started to promote children's social participation in media. This research studied children's agency and participation in that project. Children have chosen topics based on their personal interest and produced news shared in the social media and YLE websites. Children rarely get an opportunity to shape images of childhood produced by public media. However in the Uutisluokka project children themselves were shaping the discourse of childhood and constructed their own version of it. The audiovisual research data consisted of news reports and texts created by children, published in the Internet. Six media texts were taken in to a closer analysis. Content analysis was used as a research method and as a starting point which opened up possibilities thinking data with theory. The research question was how resistance was constructed in children's media texts. This study was based on sociologically oriented childhood studies where the participation was approached from the child's perspective. In children's texts multidimensional image of a child citizen was produced. Critical citizenship manifested as a resistance towards adult control as well as a need for protection. Resistance was manifested both implicitly and explicitly. As news reporters children commented critically on several school practises and the way school was run. Personality came out in these texts more than in every day school life. Responsibility, that The New National Core Curriculum highlights, was performed well. However, the role of autonomous self-guided student was also questioned. The ability of schools to apply current data on social issues was criticized. News reports functioned as a starting point of dialogue between children and adults. Power positions at school did not always allow equal discussion but the reporter role gave the children new subject positions. Finally, this study summarizes the practises that support or hinder children's agency at school. It's important that children may define their own citizenship. In public discussion there has not been room for that even though children's participation has more and more become a responsibility instead of a right.

Tiivistelmä - Referat - Abstract Aims: The purpose of the study was to examine how student participation in schools is realized and how student involvement supports the construction of the school's operating culture in accordance with the principles defined in the Curriculum 2014. Methods: The study was qualitative. The research material was collected with a questionnaire from eight teachers. Respondents were selected to participate in the study through an existing network. The questionnaire contained 13 open questions on the topic of student involvement in school. The questionnaire was implemented as an E-form. It was sent to the defendants by e-mail and accordingly it was returned by e-mail. The material was analyzed by means of content analysis in a theoryguided manner. Results and Conclusions. Pupil involvement is realized at school as student union activities, as pupils' responsibilities in the whole school community or as small opportunities for influence in everyday study situations. Inclusion is also the student's own personal school work related solutions. Pupil involvement supports the building of a school culture based on the principles of learning, wellbeing, security, interaction and democracy. Challenges to the realization of inclusion are at the individual level students whose attitude towards school work is negative or indifferent, and at the community level an (yet) undeveloped culture of inclusion that defines the whole school. The research results are consistent with previous studies insofar as inclusion has been examined from an operational perspective.

The study examines one case of students' experiences from the activity in a collaborative learning process in a networked learning environment, and explores whether or not the experiences explain the participation or lack of participation in the activities. As a research task the students' experiences in the database of the networked learning environment, participating in its construction, and the ways of working needed to build the database, were examined. To contrast the students' experiences, their actual participation in the building of the database was clarified. Based on actual participation, groups more active and more passive than average were separated, and their experiences were compared to each other. The research material was collected from the course Cognitive and Creative Processes, which was offered to studentsof the Department of Textile Teacher Education in University of Helsinki, and students of the Departments of Teacher Education Units giving textile education in Turku, Rauma and Savonlinna in the beginning of 2001. In this course, creativity was examined from a psychological and sosiocultural context with the aim of realizing a collaborative progressive inquiry process. The course was held in a network-based Future Learning Environment (Fle 2) except for the starting lecture and training the use of the learning environment. This study analyzed the learning diaries that the students had sent to the tutor once a week for four weeks, and the final thoughts written into the database of the learning environment. Content analysis was applied as the research method. The case was enriched from another point of view by examining the messages the students had written into the learning environment with the social network analysis. The theoretical base of the study looks at the research of computer-supported collaborative learning, the conceptions of learning as a process of participation and knowledge building, and the possibilities and limitations of network-based learning environments. The research results show, that both using the network-based learning environment and collaborative ways of studying were new to the students. The students were positively surprised by the feedback and support provided by the community. On the other hand, they also experienced problems with facelessness and managing the information in the learning environment. The active students seemed to be more ready for a progressive inquiry process. It can be seen from their attitudes and actions that they have strived to participate actively and invested into the process both from their own and the community's point of view. The more passive students reported their actions to get credits and they had a harder time of perceiving the thoughts presented in the net as common progression. When arranging similar courses in the future, attention should be paid to how to get the students to act in ways necessary for knowledge building, and different from more traditional ways of studying. The difficulties of students used to traditional studying methods to adapt to collaborative knowledge building were evident on the course Cognitive and Creative Processes.