Browsing by Subject "ryhmädynamiikka"

Tiivistelmä - Referat – Abstract Objectives. The aim of this study was to obtain more information about grouping and its different dimensions in the first two grades of elementary school. The development of the group and its stages have previously been studied mainly in adults and adolescents. The aim of this study is to examine classroom teachers' perceptions of grouping and the methods used for grouping in the context of first two grades of elementary school. School satisfaction has also been studied in the past, but the research has focused mainly on young people. As no research can be found and lower primary education is a relevant time for grouping, the research was limited to lower primary teachers. The purpose of the study is to find out how classroom teachers understand grouping, its methods and their own pedagogical role in this process. In addition, the purpose is to map the benefits and challenges of grouping and the impact of grouping on school satisfaction. Bruce Tuckman's model has been used as a theoretical basis, as it best suited the nature of the study. In addition to the new research data, this research is also intended to provide understanding for grouping both classroom teachers already working in the field and those still studying. Methods. The study was conducted as a qualitative research in which 4 class teachers who worked in the first two grades of elementary school in the Helsinki metropolitan area were interviewed. A theme-based individual interview was used as the data acquisition method. Inductive content analysis and data quantification were used as the analysis method of the study. In addition to data-driven reasoning, the study also used theory to support research findings. Results and conclusions. Class teachers felt that grouping and their own role in the process were very important. The effect of grouping and school satisfaction was also seen as significant. The most important method of grouping were named plays and games, changing seats, and the daily maintenance of grouping. The main benefit was that teachers felt successful in pair and group work, and the challenges were again associated with shyness, undesired behavior and the general language problems. It would appear, that school satisfaction is influenced by the teacher and the level of class grouping, which in turn affects class group dynamics and atmosphere, which also affect school comfort. A grouped class in which students feel safe would also seem to predict better motivation to study and a willingness to come to school, which in turn promotes learning and maintains school satisfaction.