Browsing by Subject "ositettu käsityö"

The main purpose of this study is to describe and analyze teachers views of holistic craft and its realization in primary school. There were two research questions at this study: 1) How teachers understand the concept of holistic craft? 2) How does holistic craft come true according to the teachers. The research material was collected on social media (Facebook) by group interview. The group interview lasted six weeks (23.1-9.3.2015). There were six class teachers and subject teachers who took part in the interview. They had working experience from three to 21 years. Qualitative content analysis was used to analyze the data. The analysis was based on five themes rising from the theory and structuring the interview (conceptual perspective, perspective of value, perspective of process, perspective of pupils, perspective of teaching). The conceptual perspective showed that the concept of holistic craft was understood well. The teachers categorized concept to ideation, designing, making and evaluation. On the other hand holistic craft were mixed up mistakenly with the combination of textile craft and technical craft. The holistic craft were seen of a great value and it should be systematically realized already from the first grade. However, some of the teachers thought that it is also important to teach ordinary craft. Perspective of process showed that the holistic craft process needs frames, facilitation and time, so that implementation is possible. When the teachers spoke about the holistic craft, they spoke mostly about designing. The designing needs to be trained as much as making process because difficulties of designing in particular was felt resulting from a lack of experience. From the pupils' perspective pupils' experience of holistic craft seemed to affect pupils' attitudes towards holistic craft. When the pupils' get accustomed to working according to holistic craft since the first class, they would prefer holistic craft as normal approach. As a novel issue for teachers, holistic craft was experienced slightly challenging. Also, the teachers' own attitude had an impact on pupils' attitude. From the perspective of teaching, teachers' thought that craft science education and their working experience were important factors to the teaching of holistic craft.

Goals. The aim of the study is to find ways to support the execution of complete craft process by examining craft teachers' understandings of the concept of complete craft process and their ways to put it into practice in craft teaching. To find these ways and to assimilate the concept of complete craft process is topical issue at the moment, because craft teaching should instruct pupils to master the complete craft process according to the aims in the becoming Finnish National Curriculum (POPS 2014). Methodology. The study is qualitative case study. It was implemented by interviewing six craft teachers, which had worked in secondary school. The themes in this focused interview were structured on the strength of the previous surveys, which have defined the concept of complete craft process and suggested ways to support the phases of the complete craft process. These definitions and ways instructed also the content analysis of the transcribed data. There were also used the ways of phenomenology analysis in the examining of teachers' understandings. Results and conclusions. The teachers defined the complete craft process as pupil-oriented way of making crafts. In their opinion the phases of creation, design, making and reflection can be executed in the same time and repeated during the craft process. The phases can also get different kind of emphasis. Even though all interviewed teachers told a lot of reasons for the execution of complete craft process from the view of learning, some of them found reasons for craft teaching partially for example in teaching craft techniques. The teachers' ways of support the phases of complete craft process surrounded the themes of pupil-orientation, interactive learning, personal instructing and conceptualization of the complete craft process by documenting the phases. The supporting ways of execution of complete craft process can be divided to teacher's skills, attitudes ja pedagogic decisions. Pupil-oriented teaching requires that teacher has knowledge about pupils and openness for pupils' ideas. The teaching should also be done according to the pupils' skills. The assignments should instruct pupils to master the complete craft process within the limits of the using resources. The formulating of this kind of assignments presumes that teacher acquires the concept of complete craft process as the foundation of craft teaching and motivates pupils by engaging and encouraging them in the craft process.