Browsing by Subject "työssäoppiminen"

My thesis is set in the vocational special education institution, where I researched development of working life competences of students with special needs during two school years. My goal is to find out, what kind of working life competences students have in different period of studies and what kind of influence competences may have to students' employment after studies. In my thesis I also think about how existing working life competences support and insufficient working life competences prevent to reach the work and how to support and develop insufficient working life competencies. The reform of the vocational education and training became valid in the beginning of year 2018 and it will change the vocational education and training in Finland. In my thesis I reflect this reform on the vocational special education. The qualitative research was focused at a small group of special education students, in the first research year seven students and in the second year five students. My research is an ethnographic research, because at the same time when I collected my data I worked as a teacher in the research field. I collected my data by observing and keeping a diary of my observations and discussion with students and workplace instructors. I made inquiries to students, one interview to one workplace instructor and collected other material. I made analysis with the content analysis. Making themes in the analysis I used competence classification of Evers, Rush and Bedrow, where working life competences are separated to managing self, communicating, managing people and tasks and mobilising innovation and change. Working life competencies of students developed best during on-the-job-learning period in the workplace. Students of the vocational special education institution didn't reach all fields of working life competencies which could have supported their employment. Insufficient working life competencies should be identified and support and guidance to students must be offered. During working life periods should be schooldays when students can get support from teacher and own study group. It is the institution's mission to make sure that learning in the workplace is along goals and student gets enough guidance. In the workplaces there should be enough workplace instructors, who are capable to guide students with special needs. The reform of the vocational education and training offer possibilities but include also threats. There should be chances for every young student, although student with special needs does not represent the ideal student of the reform: quickly graduated and employed.

The purpose of this research is to survey how new class teachers interpret the division of responsibility between teacher training, learning through practice and further education. The second aim is to evaluate whether these three build a dynamic continuum for the professional development of teachers. The study answers the following questions: Research questions are: 1) What kind of experiences do new class teachers have of the division between teacher training, learning through practice and further education? and 2) How could the educational programs mentioned above better support teacher's professional development? Research Methods The research was conducted with the focus group consisting of ten Masters level graduates from the University of Helsinki with one to five years of work experience. The research method used was a semi structured interview format. The interviews were conducted in 2014–2015. The answers were analyzed using qualitative content analysis. Results and Conclusions According to the study, the practical implementations like didactics and teachers' practical training were found to be the most valued parts of the university education. Teacher training was seen as a time to grow and to learn to justify one's educational decisions. Teachers found the teacher's work practice the most effective part of their studies. There was a wish for more practice teaching while in university and for linking the studies more to worklife in schools. The study also showed that while working, collegial work and the working community's help is essential. However, learning mainly takes place in practice. Reflecting on one's own actions and taking responsibility of one's own development as a teacher while working is vital. The study also confirmed the observation that continuing teacher education as a continuum is needed. Intervieveews stated that every teacher should have some kind of further training obligation. In addition, it was found that further education courses will provide needed recreation during the work year. Further education courses would suit teachers needs better if more practical tips and tools for everyday life were given. The results showed that the teacher's professional continuum should be developed by linking the teacher education more to worklife in schools. In schools it is vital that attention is paid to the induction phase of new teachers. Developing and implementing purpose-built mentoring programs in every school is important. Long-term support while working is of great worth for the teachers' welfare and development of knowledge and competences.