Browsing by Subject "uravalinta"
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(2022)Objectives. This study examines career change into early childhood education (ECE) teaching. According to research literature, second career teachers differ significantly from first career teachers. In the field of ECE, the phenomenon has not been examined before. The purpose of this study is to find out second career ECE teachers´ career choice motives; examine the fulfillment of their expectations of ECE teaching and satisfaction of their career change; and investigate factors that increase their job satisfaction and dissatisfaction. The theoretical framework is based, among other things, on the Factors Influencing Teaching Choice -scale (Watt & Richardson, 2007) and Herzberg's motivation theory (1957). According to previous studies, the career choice of ECE teachers is influenced by internal motives, such as teaching as a calling and the desire to work with children. Children, the social dimension of work, perceived autonomy at work and skilled leadership increases teachers' job satisfaction. Job dissatisfaction is caused by insufficient resources, unclear job description, the structure of ECE and dysfunctional teamwork. Methods. This research was carried out as an electronic survey research (n=76). The data was collected on Facebook through groups of the student organizations of the universities of Helsinki and Tampere and two groups on early childhood education. In addition, the survey was sent to second career teacher students at the University of Helsinki. The data was analyzed using data-based content analysis, cross-tabulation and Spearman's correlation coefficient. Results and conclusions. The most significant career choice motives of second career ECE teachers were interest, meaning, employment prospects and stress from previous work. Interest towards ECE teaching acted as a protective factor against new career change intentions. The second career ECE teachers were quite satisfied with their career changes, and their expectations of the work as an ECE teacher had been fulfilled quite well. Still, 46% of second career ECE teachers considered changing fields again. The most significant factors leading to job satisfaction were children, job description, positive feelings related to the job and social factors. Job dissatisfaction was experienced because of insufficient resources, salary and high job demands.
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(2018)The different fields of study are strongly differentiated according to gender in Finland (Tilastokeskus 2015). Women are still a minority in the technology working life and education (Niiranen 2016). International studies show that also children’s play is differentiated according to gender (Riley & Jones 2007). The aim of this thesis is to study childhood play, skills learned during play and what impact play has for the career choice. All in all twenty people participated in the study. Sixteen of these were studying to become Masters of Science in Technology and four were already graduated. Ten women and ten men participated in the study. The data were acquired by single person semi-structured interviews. It was voluntary to bring childhood photos or toys to the interviews. The data were analyzed by inductive content analysis. According to the results of the study there were both similarities and differences in the type of play for men and women. The biggest similarities were rule play, construction play and computer games. The biggest differences were the women’s nursing play and the men’s war play. The interviewees felt that they had learned social skills, mathematical skills, creative skills and motor skills through play. There were different opinions whether childhood play had affected their career choices. Some interviewees thought that childhood plays possibly had some impact on the career choice, but not all of the interviewees shared this opinion. Especially some women thought it was important that they could play different plays regardless of gender which made it possible to imagine different career choices regardless of gender.
Now showing items 1-2 of 2