Browsing by study line "Klasslärare (pedagogik)"
Now showing items 41-60 of 126
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(2021)The purpose of this master's thesis is to get acquainted with the child-forest relationship and the factors influencing it. This research takes a closer look at children's forest relations, children's personal forest experiences and children's thoughts and expectations about the forest. The subject of the study is also the social or forest cultural features in the construction of children's forest relations. Studies have shown that the forest relationship is built mainly on the basis of relevant forest experiences. Children's environmental education is also of great importance. This thesis is a qualitative study in which a phenomenological-hermeneutic perspective has been used in the analysis of the research data; content analysis was constructed through an understanding of an individual’s experiences. For this research, I interviewed six sixth graders, with whom I also visited the children’s nearby forest where they photographed interesting and beautiful objects in the forest. In the interviews, I used photos of different forests to support the discussion. The key point was to look at what materials children’s personal experiences are built from and what they meant ultimately for the development of a child’s forest relationship. Children’s meaningful forest experiences with family and friends increase appreciation and respect for the forest. Children involved in the study use the forest mainly for functional reasons, as well as to calm down to counteract the everyday fuss. Children’s forest relationship has received impressive ingredients from societal expectations and meanings. The reflection on the future highlighted the desire to protect the forest as well as the economic aspect. Based on the research findings, it is possible to state that the opportunities to go to the forest enabled by important people and the positive forest experiences encountered there strengthen the children's relationship with the forest. In addition, societal expectations for the forest became part of children’s thinking.
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(2020)Purpose. When a child in Finland is diagnosed with cancer, and being treated at the hospital, the school education is provided by the hospital school. Later, education is arranged by the child’s own school. The most common arrangement is that one or more of the pupil’s own teachers visits the child at home, because the child cannot attend regular school because of the high infection risk. Earlier studies show that in a situation like this, school becomes an essential element for the child’s quality of life. The aim of this research is to describe, analyze and interpret how teachers have experienced the interactions and eventual tensions between different cooperation partners in a situation when they have a child with cancer in their class. Threory and methods. This research was conducted as a qualitative study with a phenomenographic research approach and is based on six semi-structured interviews of teachers in Finnish and Swedish-speaking primary schools in three municipalities in Finland. The material was analyzed by using thematic analysis and with activity theory as a theoretical framework. Results and conclusions. Teachers showed a genuine interest in helping the pupils and ful-filled their work with much pride and a sense of responsibility. They saw that the overall health of the pupil and keeping up the social contacts with the rest of the class was more im-portant than academic performances. The teachers had very different experiences of how they needed and obtained support from their principal and colleagues. One of the most im-portant resources for the teachers was the pupil’s family, while there was almost no other cooperation with other partners outside the school. The overall experiences of the education with special arrangements were good. The identified tensions between partners occurred mostly because of lack of open communication and knowledge.
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(2021)The aim of this study was to find out how teachers use songs as a means to support learning a new language in preparatory education. The purpose was also to examine their reasoning behind using songs in their teaching. The research problem arises from the need to consider the different ways in which newly arrived pupils can be supported in the beginning of learning a new language. According to previous studies, music has a positive impact on language learning. However, there is a need for further study of using songs as a means to support language learning in Finland and especially in Finnish preparatory education. The study was carried out applying a phenomenological approach. Research data was collected by interviewing eight teachers who had experience in using songs in preparatory education. Research data was analyzed using methods of qualitative content analysis. On the basis of this study, the different ways of using songs in supporting language learning in preparatory education form a wide and inventive array of teaching methods. The reasoning behind including songs in preparatory education was mostly linked to the views the teachers had concerning the positive effects of using songs, which were in many cases influenced by the positive experiences they had using songs in teaching. In some cases, the reasons were linked to positive experiences the teachers themselves had in connection with language learning and songs. The reasons could be divided into those that were directly linked to language learning and those that were linked to the overall well-being and growth of students or creating a pleasant atmosphere in the classroom. Using songs was seen as an affective and quick way to learn new vocabulary and phrases. The teachers’ views reflected the idea that language learning is a process that cannot be separated from everything else that is happening in the classroom. The role of music in increasing school satisfaction and dealing with emotions was considered as very important. The teachers’ views were in this sense in line with previous studies concerning the ways in which singing indirectly affects language learning.
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(2021)Previous studies have shown that physical activity of children and adolescents is decreasing. The task of school physical education (PE) is to support the growth of a physically active lifestyle and to provide positive experiences of exercise, in which case physical activities would also be transferred to leisure activities. A teacher’s pedagogical choices are linked to the formation of a favorable motivational climate in PE. The motivational climate has also relationship with students` motivation, enjoyment, well-being, and perceived competence. Therefore, it is important to map PE teachers’ perceptions of the motivational climate and a connection between a teacher's activities and the favorable motivational climate. The aim of this study was to investigate the motivational climate of PE from the perspective of PE teachers. The target was also to find out perceptions and practical solutions to support the favorable motivational climate in PE. The study was conducted using qualitative research methods. The research data consisted of essays and semi-structured interviews by seven physical education teachers. The data was analyzed by using phenomenographic analysis and content analysis. Physical education teachers divided perceptions of the motivational climate into the atmosphere and goal orientation during the lesson. The teacher's ways of working, a student, a student group, and a learning environment were seen to be related to the formation of a motivational climate. The importance of the motivational climate in the planning of PE teaching was reflected in the consideration of the heterogeneity of the student group, in the choice of contents and methods, and supporting task orientation. The favorable motivational climate in practical teaching situations was supported by teachers verbal approaches, their own attitudes, creating an inspiring learning environment, supporting student`s self-determination and goal orientation, as well as observation and response. According to PE teachers, the favorable motivational climate is related to quality of motivation, enjoyment, participation and trying in PE classes, as well as social relatedness of the student group. This study highlights the teacher’s perspective on the motivational climate and provides practical solutions to support a favorable motivational climate in PE.
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(2021)In the spring of 2020, all Finnish schools moved to distance learning to restrict the spread of covid-19 virus. During this time, all subjects were taught using distance teaching methods. Distance teaching has been used in schools before the pandemic, for example in online courses but distance teaching for an entire class and for a long period of time is rare. Additionally, distantly teaching elementary school subjects such as physical education (PE) is uncommon. Researchers have demonstrated that the age and the subjects offer certain challenges to distance teaching. Previous research indicates that subjects such as PE where a group setting is required, are challenging to teach distantly without the presence of a group and students learning the subject individually in their own homes. The aim of this study is to investigate the methods elementary school teachers used in distance teaching of PE. The goal is to understand the challenges and opportunities distance teaching sets for PE. Additionally, the goal is to determine how the teaching goals set in the curriculum can be achieved in distance teaching. The study was executed using qualitative methods. The data consisted of semi-structured thematic interviews of six elementary school teachers. The interviews were conducted in the spring of 2021 using distance communication methods. Data-analysis was conducted using data-driven content analysis. In distance teaching of PE teachers utilized asynchronous methods emphasizing mainly different forms of outdoor exercises which require minimum resources from the children’s families. Teachers experienced that goals and contents set in the curriculum from a physical and mental perspective were met partially, but from a social perspective very little. According to the teachers there were massive differences in the involvement of students in physical education learning during the distance teaching period. The main challenges in distance teaching of PE according to the teachers were taking into consideration the students’ equality and young age when planning and executing the lessons. The range of alternative teaching methods, flexibility and the use of new methods and technology were seen as positive factors in distance teaching of PE. Although the distance teaching period as a whole was a positive and eye-opening experience for the teachers, all of them concluded that PE is more appropriate in contact teaching. The distance teaching period offered new methods and technology to be used in PE teaching in the future, however in conclusion it is not practical to replace contact teaching with distance teaching in PE.
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(2020)Tiivistelmä - Referat - Abstract The aim of this thesis is to study high school students´ experiences with school dog activity, its effects on their well-being and burnout prevention. The focus of this study is the students' views of dog assisted pedagogy. The theoretical part of the thesis addresses both animal assisted and dog-assisted activity. The definition of well being and how it is emphasized in the national curriculum of Finnish high schools are also covered in this section. We end the theoretical part by defining the term burnout and why is it considered an essential part of this study. This study is a case study and the material used in this study was gathered from one high school. Via skype meeting, five high school students were interviewed about their experiences of school dog activity.The results were analyzed based on the theoretical frame of the study and also based on content oriented analysis. School dogs have a clear connection to students' well-being and their strengths during burnout. The school dog activity received positive feedback from all interviewed students. According to the interviewees, school dogs helped them cope with burnout. Burnout was said to include social, physical and mental aspects. The interviewed students told that school dogs gave them support when they found themselves on the verge of a burnout. Dogs had a calming effect on students during burnout and they also raised positive feelings among students. School dogs were seen as an essential part of students' well-being. Working with school dogs reduced anxiety and evoked feelings of pleasure. School dogs also helped the students meet new people and interact with each other. According to the students, dogs had a calming effect on them and they also reduced stress- and anxiety-related symptoms. School dogs were shown to have many beneficial roles. For example, dogs were seen as friends, listeners and also therapists. Having a school dog around during break was shown to evoke positive feelings in students. The attitudes towards school dog activity were also positive among students' families. The interviewed students saw many future opportunities for the school dog activity and gave a lot of ideas on how to expand it. All the students considered the school dog activity as a success in their school.
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(2021)The purpose of this thesis is to analyse and interpret achievement emotions related to mathematics from the perspective of in-person and distance studies. The thesis will illustrate how achievement emotions are present in high schoolers and also assess how distance studies have affected their presence. The difference between both advanced and regular mathematics streams, as well as the differences between men and women, and their achievement emotions shall be assessed. The theoretical frame of reference for the conducted research is Pekrun’s (2006) control-value theory. The research material used in this thesis is the material gathered for Anni Sydänmaanlakka’s dissertation. The material was gathered in the beginning of 2021 with the aid of an electronic questionnaire. The questionnaire received 1354 responses from high schoolers from eighteen different schools. The questionnaire used the AEQ-M (Achievement Emotions Questionnaire-Mathematics) scale. The suitability of this AEQ-M method was analysed by means of a confirmatory factor analysis. Analysing the material was done by using a non-parametric Wilcox marked rank -test in addition to the Mann-Whitney U-test. From the thesis it became evident that the differences in achievement emotions when comparing distance and in-person studies were statistically significant. The majority of high schoolers experienced more boredom and anger and less satisfaction and anxiety in distance studies than during in-person studies. The difference between students in advanced and regular mathematics streams was statistically significant. The students studying regular mathematics felt more anxiety, boredom and anger in both distance and in-person studies than those studying advanced mathematics. On the other hand, they felt less satisfaction than the advanced mathematics students. A distinct statistical difference between how the different sexes felt emotions could be detected. Women felt more anxiety in both study methods and more boredom in distance studies. Men in contrast felt more satisfaction in both study methods. The study methods and the individuals sex seemed to make a difference when assessing achievement emotions related to mathematics. In particular differences could be detected in relation to feelings of boredom between the study methods and different genders.
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(2021)The purpose of this master’s thesis is to find out which factors do classroom teachers, who have graduated from the University of Helsinki, perceive as significant factors causing work stress. In addition, it is investigated which background variables (e.g., factors related to teacher, teaching and work environment) are related to work stress. The aim is also to find out which methods class teachers have to support their coping at work. This thesis was carried out as a mixed methods research. The quantitative data was obtained through a questionnaire, which was responded by 59 class teachers who have graduated from the University of Helsinki. The data was statistically analysed using IBM SPSS. The analytical methods used were factor analysis, correlation analysis, t-tests and cross-tabulation. The quantitative results guided the development of the frame for the interview, and based on them, 4 respondents were selected for interview. The qualitative data was obtained through thematic interviews. The data was analysed by means of content analysis. The most significant factors causing work stress in a class teacher’s work are students interfering with classroom interaction, supporting special education students, responsibility for student learning, heavy workload, externally determined factors related to the development of teaching as well as some factors related to the work environment and general nature of the work. Low satisfaction with teacher training, low support from teacher colleagues, working in Greater Helsinki and teaching planning as an ability gained from studies are background variables which are related class teachers’ work stress. Problem-focused coping methods used by class teachers were managing working time, taking one’s own coping into account in planning teaching, precise practices and building good relationships with guardians and filtering media. Emotion-focused coping methods used by class teachers were leisure and healthy lifestyles, strengthening the working atmosphere, occupational well-being factors, distancing oneself and regulating emotions. In addition to this, coping methods focused on both problem and emotion, were the support of colleagues, the support of school administration, foremanship and self-awareness.
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(2021)The purpose of this thesis was to find out the contents of the practical theories of classroom teacher students and graduate classroom teachers and the professional identities based on them. The study aims to find out the differences and similarities between the contents of first-year classroom teacher students, 3rd to 5th- year classroom teacher students and graduates, classroom teachers in working life. In addition, the aim of this study is also to find out how classroom teacher students and wor-king classroom teachers describe their professional identity based on practical theories and whether there are possible differences and similarities between the factors. This thesis is part of a research project led by Karlsson and Pitkäniemi (2011), which aims to study the practical theories of teacher students during teacher education. The material of my thesis con-sists of the practical theories of first-year and 3rd to 5th-year classroom teacher students as well as graduate classroom teachers. The practical theories of classroom teacher students come from the da-ta of the research project collected from the University of Eastern Finland in 2017 and 2019, instead, the data of the graduated classroom teachers have been collected in 2020–2021 via an E-form as a part of my thesis. This thesis is a qualitative study and has been implemented as a theory-guiding content analysis. The results of this thesis indicate that the contents of the practical theories of classroom teacher stu-dents and graduate classroom teachers are connected by the consideration of students' equality, pro-fessional development, and the formation of the teacher's professional skills in various fields. There were no major differences between practical theories between different groups. The professional identities of classroom teacher students and graduate classroom teachers were based on different teacher responsibilities related to student learning and education. Professional development became a key factor in explaining the professional identities of students and graduate classroom teachers.
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(2021)Tiivistelmä - Referat - Abstract Aims. Diversity and interculturality have always been part of Finnish schools. There is diversity in every Finnish school and classroom in terms of gender, sosio-economic background, religion or values. Intercultural competence has however been increasingly brought up in conversations and curriculums since the increase of immigration in the 1990’s. Previous studies have demonstrated that it is important for teacher education to adapt to the challenges that arise with the changes in society. The fact that this is a topical subject, especially in the metropolitan area of Helsinki, was a key reason for choosing this as my research topic along with the experiences I gained from voluntary studies on diversity in education in the University of Helsinki. The aim of this research paper was to understand what are class teacher students’ thoughts on intercultural competence and how their studies support their competence in this field. Methods. I interviewed six masters’ students. In addition, 23 masters’ degree students and students in their first year responded to my survey. The material was gathered from two mandatory courses in the fall of 2020 and analysed in a qualitive theory-driven method. Results ja conclusion. The students turned out to be eager to develop their intercultural competence and considered this competence crucial in their future work as teachers for many different reasons. The competence was seen as something that cuts across every aspect of being a teacher and is needed especially when interacting with parents and when planning and executing teaching. First year students thought that they would need the competence in situations between pupils. All of the masters’ degree students felt that the role of intercultural competence in their studies had been minor. Students that had chosen voluntary studies in multicultural education named the voluntary studies and their own interests as the main reasons for the development of their intercultural competence. Based on this study it seems that it depends on the lecturer whether or not these topics are included in the contents of courses. It would be important to highlight intercultural competence and the societal role of teaching in class teacher education.
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(2021)Positive education is a new application of positive psychology. The main purpose of positive education is to increase the well-being of individuals, to wrap learning and well-being in school together, and to harness character strengths as resources. Positive education is used in many Finnish schools. This educational trend is currently very topical, as studies show that mental disorders in children and young people has increased both in Finland and globally. There is little research data on positive education. The views of the working teachers and the experiences of the pupils have been studied in a few master's thesis. The views of classroom teacher students have not been studied nearly at all. The purpose of this thesis was to find out what views do students have on positive education. The study was conducted with qualitative approaches. 26 classroom teacher students from master’s degree participated in the study. The data was gathered by using an electronic questionnaire. The data was analyzed by content analysis. According to this study, classroom teacher students had a positive attitude to positive education, but also critical. Positive education was seen to contribute widely to well-being. The students felt that the focus on well-being was appropriate for their own teach-ing philosophy. Strength-based education was perceived as the core of positive educa-tion. Positive education was thought to focus for the most part on supporting individual needs and development. Individual support that requires strong student knowledge was seen easily to overstress teacher. Students saw that positive education especially bene-fits students with special needs, who often threaten to be criticized for their own actions. Students believe that positive education promotes learning and schooling positively through many factors. Lack of knowledge was seen as a challenge for positive educa-tion. Students felt they knew about positive education a bit. They also pondered the sci-entific origins of positive pedagogy. Students were concerned about the possible way of positive education to ignore challenges in an overly positive way and to neglect the study of academic skills. This study shows that positive education needs more research.
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(2020)Objectives. The aim of this study is to find out what kind of assumptions and experiences primary school class teachers have about mother tongue and literature as a school subject and its teaching. Teaching is influenced by teacher education and one’s own personal experiences and beliefs. Mother tongue and literature is a broad subject that encompasses many aspects. The class teacher has certain freedoms to carry out their work, so teaching takes place in a slightly different way in different classes. Students need the skills of this subject for other subjects and outside of school. The work of a class teacher involves much more than just teaching subjects. The purpose of this study was to find out how class teachers perceive one of the most important subjects in primary school. Methods. The study was carried out using qualitative methods. The material consisted of interviews with seven classroom teachers. The material was collected through a semi-structured interview in the spring of 2020 and analyzed by thematic analysis. Results and conclusions. This study found that class teachers perceive mother tongue and literature as a diverse school subject that would require additional time resources to teach. In addition, class teachers saw this subject strongly as a tool whose skills management enables the rest of schooling. Class teachers reflect extensively on the importance of the skills in this subject to the student. Reading, writing, interaction skills and multi-literacy were highlighted as important skills. The differences in competence between students bring challenges to the teaching of mother tongue and literature. Differences in competence can be related to the teaching of those who are still learning Finnish as well as to the teaching of pupils in need of special support. Here, too, the challenges were related to limited resources. Class teachers described the different teaching methods they use in teaching mother tongue and literature. As one of the effective methods to support students' motivation and learning, they mentioned action-based learning that is suitable for teaching grammar, for example. Mother tongue and literature appear to class teachers from many different perspectives. This study shows that in order to be an expert in mother tongue and literature a classroom teacher must have diverse knowledge.
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(2021)Changes in the education system are often preceded by a vision of the future labor market situation. In January 2020, following a flagship project in Juha Sipilä ́s government ́s strategic program, the teaching of A1 language was stated early in the first grade and the class teachers were given a new subject to teach. The aim of this study was to find out classroom teachers ́ perceptions of early language learning and working methods. Due to Covid-19 pandemic, in March 2020, it was necessary to switch to distance learning. The new teaching arrangements provided an opportunity to explore the link between the distance learning system for classroom teachers and the working methods of early language teaching. In addition, I studied classroom teachers ́ perceptions of the need to support both student learning and the organization of teaching in early language teaching. The material for this qualitative study was collected through a semi-structured thematic interview. I interviewed five classroom teachers and one special classroom teacher who had started early language teaching in January 2020. The transcripts of the interviews formed the material, which I analyzed according to the analysis of the phenomenographic study. In the analysis, I classified descriptive categories from the data, with which I presented the research results. The survey showed that some classroom teachers felt that they had received too little in-service training in the new subject being taught and they were unsure of their competence. Other classroom teachers felt they received adequate in-service training and the teaching was meaningful. Everyone had positive experiences, especially of students ́ enthusiasm and motivation for early language. The different learning difficulties of the students were perceived as challenges. The experience of learning support for students as well as teaching support varied slightly. Classroom teachers used functional, varied ways of working, as well as songs and games. In distance learning, working methods changed completely. Only half of the classroom teachers held early language lessons or small sessions weekly remotely. Students were sent links to the topics they were studying, and the responsibility for teaching and the student ́s support were largely transferred to the parents. The goals of early language teaching had to be compromised. As a key conclusion, I can say that classroom teachers need adequate in-service training that takes into account the different needs of teachers. To ensure the quality of teaching, many classroom teachers want to clearer guidance on what goals and how to proceed in early language. Closer co-operation with subject teachers would increase the confidence of classroom teachers to provide the right kind of teaching and support for students in early language learning.
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Luokanopettajien käsityksiä ymmärtävän oppimisen tukemisesta alakoulun matematiikan opetuksessa (2021)Objectives. The objective of this pro gradu thesis is to survey what class teachers think about the sup- port of and factors related to learning mathematics with understanding. One of the most important goals of the teaching of mathematics, according to both research into the teaching of mathematics and the curriculum for mathematics, is to support pupils in their development of mathematical understan- ding. According to studies this goal has not yet been attained, as mathematics teaching more often supports procedural knowledge than learning mathematics with understanding. In this study I set out to find out what are the things class teachers consider important for the success in teaching mathema- tics with understanding. This study aims at collecting information about the areas we should pay at- tention to in the teaching of mathematics, in its research and in teacher training to make it possible to achieve the goal of teaching that supports mathematical understanding. Methods. The material of the study consists of thematic interviews with six class teachers who are interested or specialized in mathematics. The material was analyzed by means of a qualitative content analysis. I made use of the Atlas.ti software that is intended for qualitative data analysis. In my ana- lysis I raised two themes that my results are based on. Results and conclusions. What class teachers conceived of as supporting learning with understanding was related either with the teaching-learning process or the teacher. Supporting mathematical unders- tanding seemed to form a process that starts with the orientation into a new subject as well as the use of concrete models, after which the new subject matter is being rehearsed with the help of, for example, textbook exercises. The development of mathematical network of knowledge and the skill to apply mathematics were seen as a consequence of understanding. Hearing and speaking mathema- tical language was thought to support mathematical understanding throughout the process. For lear- ning with understanding to succeed it is furthermore important that the teachers themselves know and understand mathematics and plan the teaching of mathematics carefully. It appears that success in the teaching of mathematics that supports learning with understanding depends on whether the teachers have sufficient knowledge and skills to plan and carry out such teaching.
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(2021)The increase in knowledge and continuous changes in our world affect upbringing and education. In autumn 2016 came into effect the new curriculum of comprehensive school that obligated schools to promote integrated learning and multidisciplinarity by arranging multidisciplinary learning modules. The objective of this study is to find out class teachers’ experiences and views of multidisciplinary learning modules as a part of everyday school. The purpose of this study is to understand what kind of advantages and challenges class teachers see in multidisciplinary learning modules, how class teachers feel about their own competences to implement those modules, and what is the value of cooperation in class teachers’ opinion when implementing multidisciplinary learning modules. Forty class teachers responded to this study through an online survey. The online survey was shared to two social media groups. The groups consisted mostly of professionals of education and class teacher students. The study was based on tradition of phenomenology due to the study’s interest in class teachers’ experiences. According to phenomenology, experiences are human’s experiential relations to his/her own reality. Participants of this study experienced multidisciplinary learning modules mostly as a positive part of everyday school. The biggest advantages of the multidisciplinary learning modules were increased cooperation, communality, and pupils’ motivation for school. Class teachers considered communal planning of multidisciplinary learning modules laborious, however, they though that cooperation was an important part of successful multidisciplinary learning modules. This study was also interested in class teachers’ opinions about their own competences to implement multidisciplinary learning modules. Class teachers of this study experienced that they have enough competence to implement multidisciplinary learning modules.
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(2021)The purpose of this study is to find out how classroom teachers use music as part of their teaching and as a unifying factor in primary school grades 3–6. In addition, the aim is to find out which factors classroom teachers find conducive to bringing music into their cross-curricular teaching. The theoretical framework of the study presents three models of integration: the methods of horizontal integration, Bresler's integration styles and DiDomenico's perspective on the integration of teaching through music. The framework also examines the role of music in primary school grades 3–6 in the light of the basics of the 2014 basic education curriculum and the benefits of teaching through music, and examines the classroom teacher's preconditions for implementing integrative music education. The study was conducted as a qualitative case study with the help of a thematic interview. The research material was collected by interviewing four classroom teachers who had experience using music as part of their teaching. The interviews were mainly conducted using online connections. One of the interviews took place in a face-to-face meeting. The analysis of the material utilized theory-based and theory-guiding content analysis. According to the study, classroom teachers integrated music into cross-curricular teaching naturally. Integration was carried out in a variety of ways. The social integration style was central, which was particularly evident in the importance of various events and celebrations and cooperation related to them. Music lessons were also taught in parallel with common themes in other subjects. The position of music as an integrative subject ranged from low cognition to an equal, cognitive position. The teacher's own background, enthusiasm and willingness had a significant effect on the realization of integration with music. Classroom teaching was also perceived as a factor facilitating integration. The most important result of the study was the importance of well-being as a factor guiding integration through music. According to the study, it seems that by integrating music into teaching it is possible to meet the goal of basic education in supporting the holistic development of the pupils.
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(2021)Aims. Problem solving plays a key role in the foundations of the basic education curriculum and is one of the seven main objectives of mathematics teaching. (National Board of Education 2014) The student's positive attitude towards mathematics has been found to be related to better learning outcomes (Niemi, 2008). A teacher who is more positive about mathematics is more likely to get his or her students excited about studying mathematics (Hattie 2012). This study examines how students with dual-grade teachers in mathematics differ from the national level in problem-solving skills and mathematical attitudes in lower elementary school. Methods. The study is quantitative in nature. All elementary classes involved in the study were taught by a teacher who completed the dual qualification of mathematics. The material was collected mainly through electronic forms sent to teachers. Problem-solving skills were tested with the tests of the 2018-2019 Kangaroo Math Competition and attitudes to study mathematics with Fennema-Sherman's (1976) scale of mathematical attitudes. The attitude survey measured attitudes towards mathematics, pupils’ confidence in mathematics, and the engagement of mathematics teaching. The data were analyzed with IBM SPSS Statistics. Results and conclusions. In the problem-solving test, the performance level of the experimental group was lower than the national data. In the attitude survey there was no statistically significant difference between the groups on attitudes towards mathematics. There was no statistically significant difference found in students confidence in their own mathematical skills but the students' engagement was stronger for the research material with the result being statistically significant. Based on this study it appears that the qualifications of dual-qualified lower elementary school teachers find teaching more engaging than Finnish students in general, and that dual-qualified teachers are more successful in implementing gender equality.
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(2021)Assessment of visual arts and the development for the assessment is currently very topical, as the assessment part of the National Core Curriculum for Basic Education (2014) has been renewed. In the future the final assessment will include the criteria for grades 5, 7 and 9 in addition to the current criteria for grade 8. Previous research shows that assessing with the current criteria for grade 8, does not enable equal assessment. Teachers have also been dissatisfied with the support provided by the curriculum in the final assessment. The purpose of this master’s study is to examine the views that classroom teachers have on the support provided by the curriculum in the assessment of visual arts. In addition, the aim is to find out how classroom teachers who teach art react to the idea of producing the criteria for the grades 5, 7 and 9 in elementary school as well. The study was carried out using qualitative methods. The research material was collected with an electronic questionnaire and one thematic interview. Eleven classroom teachers who teach art from three different municipalities responded to the questionnaire. The results of the survey were deepened with one in-depth interview. Content analysis was utilized in the analysis of the material. Based on the results of this study, the classroom teachers deemed that the current visual arts’ assessment criteria in curriculum worked moderately on average. Some classroom teachers found the assessment of visual arts difficult and challenging. With the exception of one respondent, all the classroom teachers who responded to the survey wanted elementary school also to have the evaluation criteria for visual arts in the future for grades 5, 7 and 9 in addition to the current criteria required for the grade 8. According to the analysis of the questionnaire and the interview, the classroom teachers believed that the assessment would be equalized, facilitated and clarified if they had these number-specific criteria in the assessment. In addition, teachers wished for clarity and concreteness regarding the curriculum.
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(2021)The aim of this study is research teachers’ pedagogical thinking in oral health education. The study was interested in what contents classroom teachers consider important in relation to oral health, and what kind of teaching methods and materials they use when teaching these to their students. In addition, the challenges and opportunities for creative class teachers in oral health education were examined. The theoretical frame of reference for the study was Kansanen’s (1993b) Model of Pedagogical Thinking and the Herbartian Didactical Triangle. Teachers’ pedagogical thinking was approached from the arguments they shared. In this case study, eight classroom teachers were interviewed, seven of whom were currently teaching in primary school. In the interview situations, the I love mouth video of the Finnish Dental Association was used as a stimulus. The data were analyzed by inductive as well as deductive content analysis, also utilizing the quantification of the data. Class teachers considered it important to teach students content related to dental care, nutrition, intoxicants, and oral health and well-being. The most popular teaching materials in oral health education were textbooks, model teeth, and videos. Oral health was taught in everyday situations as well as through concreteness and functionality, group work and teaching discussions. Oral health care visits were considered desirable and their lack was regretted. As challenges in oral health education, classroom teachers saw a small role for oral health in curriculum content. In addition, there was a lack of teaching materials and one's own knowledge was not perceived as very strong. Directing students to a healthier life was seen as an opportunity. As in previous studies, the pedagogical thinking in this study also focused on the action level. Teachers justified the teaching of oral health based on, for example, their own experiences and everyday observations. The main emphasis in the explanatory memorandum was on the didactic relationship, therefore teachers’ relationship to the student' s learning. Additionally, the pedagogical relationship was almost as evident. Instead, the teachers’ relationship to content remained in the smallest role. Regarding the pedagogical thinking of teachers in the teaching of oral health, it can be stated that teachers should have more theoretical competence in the teaching of oral health.
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(2019)The purpose of this study was to find out what kind of collaboration the classroom teachers had with other teachers, and whether the experience of collegial collaboration was related to classroom teachers' conceptions of ability. There is an increasing emphasis on collaboration in schools, so research on collegial collaboration is topical. Collaboration between classroom teachers was classified using a collaborative model for different needs, which includes every way to collaborate. The research questions were influenced by their own interests in cooperation and previous research results on teacher cooperation. A total of 46 classroom teachers participated in the study, but the material contained 45 useful answers for the study. Class teachers participated in the research all over Finland. Class teachers were asked to participate in the research through social media and email. The material was collected primarily through a questionnaire, after which the class teachers had the opportunity to participate in the interview if they so wished. The interview was conducted as a semi-structured interview. The classroom teachers had tried and worked with a variety of collaborators with other teachers. For the most part, the class teachers had done collaborative teaching and joint planning with others. Class teachers said they were the ones who benefited the most from collaborating by sharing ideas and materials with others. On average, the highest personal teaching ability was found among class teachers who taught for 5 to 10 years and general teaching ability among those who taught between 0 and 5 years. Personal teaching ability was found to be the weakest among those teaching 0-5 years and the lowest overall teaching ability among those teaching 5-10 years. In fact analysis, the claims loaded for the most part as in previous studies. Minor exceptions were noted. A statistically significant association was found between the classroom teachers' conceptions of ability and the perceived benefit of organizational needs.
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