Browsing by Subject "tiimi"
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(2020)In early childhood education, team members work together particularly closely, which makes the effectiveness of teamwork one of the key elements of the work. The theo-retical basis of this present study lies in the recent administrative changes in early childhood education, together with the development of the teams' areas of expertise and progress of the team formation process, form the basis of the research theory. The goal of this study was to determine the factors influencing the functioning of multi-disciplinary teams working in early childhood education. The research questions ad-dressed here were: 1) What factors influence the functioning of the teams working in the early childhood education? and 2) What do early childhood education teams cur-rently look like from the perspective of a functioning team? The study utilized the Mixed Methods Research (MMR) approach since the study con-sisted of both qualitative and quantitative data. The material of the study has been ex-amined in terms of both quantitative and qualitative analysis. Factor analysis was cho-sen as the method of analysis for the quantitative data, which was used for dimensional reduction resulting in the data condensed into five main latent factors which each ex-plained several variables. The qualitative analysis used theory-guided data analysis, in which the data were first broken down into smaller parts, conceptualized and assem-bled into a new whole. The results of the research revealed there are five factors explaining team functionalities in early childhood education. The factors were labelled as commitment and trust, communication, team building, participation and leadership. These factors, which are correlated with each other to some degree, taken together play a crucial role in team formation, bonding and successful teamwork. As such, this current study should inform future studies in early childhood education teamwork formation and flow.
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(2018)Verme is a tailor-made peer-group mentoring method for Finnish educational thinking. It sup-ports the professional development of teaching and education professionals. In this study, a similar methodology was tested as a supportive activity for the development of the kid’s min-istry volunteer team at Suhe church. The study adopted an action research approach. The field research lasted from October 2017 to May 2018, during which the first cycle of action research was carried out and the next cycle was started. The team’s peer-group met three times and the activity was evaluated and further developed based on the participants’ expe-riences and views. The entire team-of-six participated in the study. Qualitative data collection methods such as particapatory observation, research journal and feedback inquiries were used as part of the research. The main research material was obtained using a focus group method and that da-ta was supported by the feedback received during the research process. Focus group and feedback materials were both analysed with the inductive content analysis and the SWOT analysis. SWOT analysis was considrered as the theory based approach in the study. The research concluded that the method is sensible to support the team’s work. The benefits of the method were more diverse than those related to the professional development alone. The team voted for the continuation of the method in the autumn term 2018. Based on the participants' experiences and views, the research identified the strengths and weaknesses of the group and the opportunities and threats involved in participating in the group. Based on these, the group's activities were further developed and the next cycle of activity research was primed but not carried out within the framework of my Master's thesis.
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