Browsing by Author "Silvennoinen, Saara"

The purpose of this thesis is to describe how the basic psychological needs of students are met in integration training. The target group of the thesis were Finnish language teachers of integration training, from whose interview speech I looked for descriptions of factors promoting or limiting students' needs for autonomy, competence, and relatedness. The data was collected in May-June 2023. Six Finnish language teachers participated in the individual interviews. The transcribed material was analyzed using theory-driven content analysis. Student autonomy may not always be realized during the stage of guiding them into integration training. This is apparent to teachers, for example, in the student's lack of awareness about the reasons for being guided into a group and about their own opportunities. Some students would prioritize more vocationally-focused education or entering the workforce. Teachers strive to consider students' interests and opinions in planning educational content and methods. How-ever, this is challenging without a common language and interpreters are not always an option. Not all students are accustomed to expressing their opinions in a school context. Workplace learning provides a structural opportunity to influence one’s own education. OPAL feedback surveys were also mentioned as a way for students to have an impact. Teachers described the employment and language skill goals of integration training as unrealistic for students in slower groups. The personal goals of students were also sometimes seen as unrealistic. Students' sense of competence is primarily fostered through diverse study methods and learning environments. Integration training groups were described as heterogeneous. It was considered important that a student is guided to a group that matches their level. Challenges have been experienced in differentiation and in utilizing special education resources. Some-times it has been necessary to suggest a group change for a student during a course. Teachers reported trying to create a personal relationship with students. Some students' disrespectful attitudes towards female teachers have sometimes been challenging. The promotion of a relatedness among students in integration training was described briefly. A few teachers mentioned methods of group building. Students' need for relatedness has been limited by the extensive use of their mother tongue, cultural conflicts, and student absences.