Browsing by Subject "Opettajaopiskelija"

Tiivistelmä - Referat – Abstract The purpose of the research is to find out whether agency appears during the years of study of classroom teacher students, what kind of alternative education choices students have and how social relationships and the social environment appear in education-related choices. In addition to this, I examine limitations that slow down or prevent the realization of the student's agency. Previous studies have shown that strong initiative is an important necessary skill in a changing and uncertain society, both in the labor market and in other areas of an individual's life. Studies have also shown that the realization of agency in a teacher's work contributes to the development of one's own work, enjoyment at work and commitment to work, as well as active learning and stronger agency of students. The research is part of the University of Helsinki's BAT project (2017─2022), which aims to obtain research information on the functionality and effects of the 2017 degree reform and the relevance of the development process of student teachers. Student classroom teachers (N=12) from the University of Helsinki who started their studies in 2017 participated in the semi-structured thematic interviews. The interviews were analyzed using material-based content analysis. The interviewees' own growth and the development of future work, as well as agency and its practices, were strongly present throughout the interviews. Noticing one's own development was also strongly related to meaningful learning experiences. The interviewees' speech also revealed several factors that limit and slow down the agency, such as structural restrictions, problems related to course content and scheduling. Based on the results of the research, it can be stated that the agency of classroom teacher students should be supported even more by creating more spaces for opinions during classroom teacher training, the opportunity to implement their own style of teaching during internships, and to receive constructive feedback on their own actions and the opportunity for dialogic reflection with the teaching teacher. It is also important to recognize the limitations of agency that appear during the course of student teacher studies, so that students can be supported in a timely and affirming way.