Browsing by Author "Saukkonen, Susanna"

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.