Browsing by Subject "reflektio"

Teachers’ actions are often talked about in different mediums. The floor is given most often to those who have received negative feedback whilst at school. Previous studies have also shown that the feedback given by teachers is often related to performance, personality and remains superficial. Studies state that feedback influences students’ self-image which is connected to performance and motivation. According to Finnish constitutional law (L628/1998, 22 §), schools must evaluate students. The law also states the conditions of evaluation. Students’ evaluation is a part of teachers’ job. The purpose of this thesis is to examine what kind of feedback classroom teachers have received during their own school years. Furthermore, the aim is to examine how the teachers experience the given feedback and how they have reflected on it in comparison to their own teachers’ profession. I collected the research material by interviewing three Finnish classroom teachers. The interviews were carried out using a semi-structured method. I used a qualitative, narrative method, which allowed me to immerse myself into the teachers’ experiences and their reflections. According to the research results classroom teachers remembered several occasions where feedback was given. They could also recall the emotions felt in those situations. The justification of feedback was emphasised in the interviews. Additionally, the teachers conceived feedback as a meaningful component of learning and were very aware of the effects of feedback in their own students. The results also showed that experiences of feedback given in primary and secondary schools influenced the teachers in their teachers’ profession. Reflecting on previous experiences affects the formation of one’s professional identity. It also influences the processing of those experiences. I am hopeful that this thesis will provide understanding towards the effects of feedback and processing of teachers’ pervious experiences as a part of the formation of their professional identity.

The national core curriculum for basic education (FNBE 2014) brings changes in pedagogical outlines. Some of the key goals are to enhance pupil participation, diversify assessment and increase the use of technology. The teacher's task is to instruct and guide the pupils. The new curriculum also emphasizes transversal competences in the instruction of subjects. Furthermore there are many essential changes in crafts subject which causes stress among some craft teachers. The curriculum (FNBE 2014) defines crafts as a multimaterial subject in which the competence of managing holistic craft process (HCP) is a central principle. Crafts is defined by design, technology and craft expression. Furthermore, craft teaching requires co-teaching among craft teachers and co-operation with other subjects. This study aims to find out what kinds of reflection the new curriculum causes among craft teachers. The study was performed as a qualitative case study, in which the data was collected from the meetings of craft teachers in peer group mentoring sessions in January-March 2017. The group consisted of a mentor and eight participants who were female craft teachers in Uusimaa. The length of their teaching careers varied from two years to twenty-five years. Data was coded with ATLAS.TI-program. The analysis was data-based content analysis. According to this study, all the changes in the national core curriculum for basic education 2004 have not been fulfilled in craft teaching. Therefore the new curriculum (FNBE 2014) challenges teachers more than expected. Teachers' reflection includes a mixture of strong feelings and a large amount of questions and worries. Changes in the curriculum inspire teachers but not all teachers have the means to fulfill the requirements of the new curriculum. Learning problem-solving skills, co-operation with other teachers and student groups consisting of both girls and boys are considered the positive aspects of the new curriculum. Teachers also have more freedom to implement their teaching, and pupils can choose more optional lessons than before and be directed according to their interests. Teachers feel sorrow and anxiety because they are afraid that pupils' craft skills are weakening. The small number of craft lessons complicates the execution of the new curriculum. Some teachers experience the new technology in a very negative way as well as the experimental nature of the crafts. Instead, learning the traditional craft techniques and making "proper" artifacts is still considered important. Teachers feel positive about the increased co-operation between craft teachers but have trouble starting and finding time for it. Teachers' well-being is challenged with increased challenges. Craft teaching in accordance to the new curriculum requires resources to teaching groups sizes and to the planning co-teaching. Craft teachers need further education with design teaching, integration of technology, documentation and assessment. Teachers feel sorrow and anxiety when because they are afraid that of the weakening of pupils' craft skills are weakening. The small amount number of craft lessons is kept as a problem complicates the fulfillment execution of the new curriculum. A part Some of the teachers experience the new technology in a (very) negative way and as well as the experimental role nature of the crafts. Instead, learning the traditional craft techniques and making "proper" artifacts is experienced still considered important. Teachers experience feel positive about the increased co-operation between craft teachers good but it feels tough to start co-operation but have trouble starting and finding time for it. Teachers' well-being is challenged with increased challenges. Craft teaching in accordance to the new curriculum requires resources with to teaching groups (sizes) and to the planning of co-teaching planning. Craft teachers need further education with design teaching, integration of technology, documentation and assessment.

Reflection is often stated as a learning outcome of teacher education. However no consistent method exists to assess the extent to which students engage in reflective thinking. The purpose of this study is to explore the utility of Reflection Questionnaire developed by Kember et al. (2000) for measuring the reflection levels of Finnish pre-service teachers. In addition, the Reflection Questionnaire is placed as a part of a broader theoretical framework by examining associations between students’ approaches to learning and stages of reflective thinking. The data (n= 220) was collected in the spring of 2018 and it consisted of pre-service teachers at the beginning of their studies at the University of Helsinki. The reliability and validity of the instrument was examined in terms of internal consistency, structural validity, convergence validity, discriminant validity and nomological validity. The internal consistency was estimated by calculating Cronbach’s alpha. Confirmatory factor analysis (CFA) was used to examine the structural, convergent and discriminant validity of the Reflection Questionnaire. Nomological validity was examined using ALSI questionnaire which measures deep and surface approaches to learning. The Cronbach's alpha values signified that the dimensions of the Finnish version of Reflection Questionnaire were internally consistent. The confirmatory factor analysis indicated acceptable model fit and confirmed the original four-factor model, indicating structural validity of the instrument. In addition, the relationships between the dimensions of reflection supported convergence and discriminant validity. Relationships between deep and surface approaches to learning and the dimensions of reflection provided evidence of nomological validity. These findings reveal the utility of Reflection Questionnaire in measuring reflection levels of pre-service teachers. The Finnish version of Reflection Questionnaire is a valid instrument to be used for learning the extent to which students are engaging in the reflective thinking.