Skip to main content
Login | Suomeksi | På svenska | In English

Browsing by Subject "työnkuva"

Sort by: Order: Results:

  • Talosela, Minttu (2021)
    Finnish special class teachers and special teachers in primary and secondary education work in various settings. The reform of special education has changed the work. Lacking normative work descriptions, the tasks and responsibilities of special education teachers can vary vastly. On the other hand, there can be recognized a historical continuum of the work models of special class teachers and special teachers. The purpose of this study was to explore the conceptions of special class teachers and special teachers associated to work descriptions along with the perceptions of their everyday work and its tasks. A qualitative research approach was used. Research data consisted of six interviews in total with both special class teachers and special teachers. Qualitative content analysis and thematic analysis were used to analyze the data. Following the content analysis, the work of both special education teacher professions can be conceptualized in the categories of teaching, co-operation, and background work. Teaching was considered the primary objective of the work of special education teachers. Two new categories, meta-work and community building were suggested based on the interview data. In thematic analysis, the inclination of special education teachers to pursue the good of their students was found in close relation to their perceived working mandates.
  • Eerola, Iida (2022)
    The starting point of this master’s thesis is the Act on General Upper Secondary Education, which entered into force in 2019, and the subsequent general upper secondary school reform, which obligates general upper secondary schools to provide special needs education and learning support for their students. The purpose of this thesis is to understand the job description of general upper secondary school part-time special needs teachers, as described by the special needs teachers themselves. In addition, the purpose of this thesis is to understand what kind of support students in general upper secondary school need. The aim of this thesis is to make the job description of general upper secondary school special needs teachers clearer and more approachable. Also, the goal is to make the support needs of general upper secondary school students understandable. Only little research has yet been carried out on these themes. This thesis was qualitative, and the thematic interviews formed the material of the thesis. The data was analysed through data-driven content analysis. Seven general upper secondary school special needs teachers participated in the interview. The results of the thesis conclude that the job description of the general upper secondary school special needs teachers is divided into three categories, each of which have various subcategories. In the job description, the following three categories stood out: identifying support needs, support for studying, and co-operation. Out of the job description, the most amount of the time was spent identifying reading difficulties and writing statements following the identification. Support for studying appeared in the job description as both support for learning and support for general well-being. The job description also essentially included co-operation between different actors. Students needed support in studying relating to both learning and well-being. Students especially needed support in time management and with problems concerning concentration as well as being able to identify and deal with learning difficulties. Students also needed widespread support in maintaining well-being, of which anxiety and depression were especially highlight
  • Ikonen, Kirsi (2020)
    With the amendment to the Act on Upper Secondary Education that came into force in 2019, students have the right to receive special needs education in upper secondary school, which is why the need for upper secondary school special education teachers will increase in the future. In the last decade, there have been only little research on special education in upper secondary schools in Finland. The purpose of this study was to find out the work assignment of upper secondary school special education teachers and the challenges they experienced in carrying out their work. The aim of the study is to look at high school special education from the perspective of high school special education teachers and to create an overall picture of what kind of tasks the job description of a high school special education teacher consists of and what kind of challenges they face in their work. This is a qualitative study, where was interviewed six high school special education teachers who worked in three different municipalities. The research material was collected through semi-structured thematic interviews, which were analyzed using content analysis. Based on the results of the study, the job description of special education teachers consisted of three broad areas, which were collaboration, student support, and written work. In the job description of a high school special education teacher, the most employment-related tasks emphasized issues related to supporting reading difficulties, making reading statements and writing learning support plans. The most challenging things for high school special education teachers were the lack of resources and time in their work, as well as the ambiguity of their own job description. According to special education teachers, these results show that current resources are not sufficient to provide ongoing and adequate support in upper secondary school. In order to organize special education in upper secondary school, clearer frameworks would also be needed to make the provision of support more uniform and equal in every upper secondary school throughout Finland.
  • Renko, Marianne (2023)
    Objectives. Previous research shows that teachers are required to work under constant change. The changes in society affect schools and teachers’ job descriptions. Working in the changing environment requires the ability to confront changes as well as comprehensive professional knowledge. With the help of generic skills it is possible to face different challenges and problems, and thus survive in the changing world. The purpose of this study was to investigate classroom teachers’ conceptions of what their work entails today and in the future as well as the changes that have impacted their job description. In addition, this study examined classroom teachers’ conceptions of their most important generic skills, the meaning of these skills in changing situations and teacher education as a supporter for building these skills. Methods. This qualitative research is phenomenographic. The material of this study was collected with thematic interviews with four classroom teachers. The research material consisted of transcribed interviews that were analysed by using the phenomenographic analysis. The results of this study were processed in four different sections with the help of the research questions. As an outcome of the analysis, a descriptive category was formed for each section to help with the presentation of the results. Results and conclusions. According to this research the classroom teachers’ conception of their job description is wide and unclear. In addition, the research shows that in the present the classroom teachers’ job description contains tasks that the classroom teachers don’t have qualification for. The interviewed classroom teachers felt that various social changes had had an effect on their own work and as well as the students and the entire school community. This research reveals that the classroom teachers’ most important generic skills are knowledge and skills related to their own field, collaboration and organization skills, the ability to delineate their own work, stress tolerance, digital and data acquisition skills, flexibility and readiness to face changing situations, self-development and taking care of one’s own well-being. The classroom teachers considered these skills to be helpful in changing situations. Additionally, this study showed that teacher education may not necessarily provide sufficient support for developing generic skills during the studies.
  • Sundqvist, Henna (2024)
    In 2019 the new Upper Secondary School Act (714/2018) entered into force as a part of a larger upper secondary school reform. The Upper Secondary School Act obliges every upper secondary school to organize special education for all students who have challenges in learning. It was volyntary to organize special education before the reform, and special education was offered mainly in large cities. The purpose of this thesis is to describe the job description of special education teacher in upper secondary school and potential job description in the future. There is only a little previous research on special education in upper secondary schools. This thesis was conducted as a qualitative study. The material consisted of interviews with four special education teachers. At the time of the interview, the interviewees worked in upper secondary schools. The interviews were conducted as semi-structured thematic interviews and theory-driven content analysis was selected as the method of analysis. According to the results the job description of a special education teacher in upper secondary school can be divided into three themes which are student work, cooperation and developmental work. Work emphasizes individual work with students, and testing for difficulties in reading takes a lot of time. Cooperation is closest with student counsellor. Consultation is mostly informal (conversations in the corridors for example). Acting as a special education teacher in the upper secondary school requires continuous additional training. Encounters with students and the freedom to plan one’s schedule bring a lot of joy. Challenges encountered at work include difficulties in scheduling, insufficient resources and digitalization. The themes of the job will most likely remain fairly similar in the future. Teaching will change from individual work to more collaborative work. The cooperation is probably closer with all the personnel of the school. More resources for special education in all upper secondary schools in Finland is hoped. Special education teachers will hopefully have the opportunity to act as promoters of the general well-being of students. Materials should also be in print instead of digital materials.