Browsing by Subject "grundläggande utbildning"
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(2023)According to the national core curriculum for basic education, formative assessment is central to every pupil’s individual learning process. Formative assessment can be defined as response that aims to support the pupil in understanding the goals for learning, perceive their own progress in relation to the set goals, and give the pupil tools to reach the specific learning goals for each subject. Interactive methods, such as discussion, self-assessment, and peer assessment are part of formative assessment. Previous studies have shown that pupils often become passive receivers in the assessment process and don’t feel that they benefit from the type of formative assessment they have received and that teachers have difficulties supporting pupils’ abilities to assess their own work. This study examines what kind of formative assessment pupils perceive as beneficial for their learning, and how self-assessment, according to teachers and pupils, can be used in order to support learning and the pupils’ abilities to self-assess. The study takes a qualitative, phenomenographic approach. The material was gathered by conducting focus group interviews with pupils in grades 5–6 and teachers for grades 1–6. The informants formed nine groups of three to four pupils and two groups of three to four teachers per group. The interviews were transcribed and analysed thematically. The results show that considering the pupils’ prior knowledge, setting clear goals, and using versatile materials and methods, along with continuous, personal, motivating, and fair feedback are types of formative assessment that pupils perceive as supportive of their learning. The results also point out that efficient self-assessment requires clearly stated goals and instructions, and should be conducted alongside wider work processes, with support from discussion between pupils and teachers.
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(2021)Finnish teachers’ workload has been high for a long time and because of the Covid- 19 pandemic their workload has further grown (Eskonen, 2018; FSL, 2019; Korkeakivi, 2018; Kröger, 2020; OAJ, 2018a; OAJ, 2018b; OAJ, 2020; Råholm, 2020). Which means that the Finnish teachers’ heavy workload is an issue that needs to be solved. Previous studies have shown that co- teaching can have a positive impact on teachers’ workload (Ahtiainen et al., 2011, s. 36–37; Pulkkinen & Rytivaara, 2015, s. 9; Walther-Thomas, 1997, s. 401). Therefore, the aim of this study is to form an understanding of teachers’ experiences of co- teaching and its impact on their workload in basic education. The participants of the study consisted of 24 teachers in basic education in Swedish speaking schools in Finland. The data collection was done through qualitative surveys in an electronic format. The data was analyzed by using thematic analysis. The teachers in the study experienced that they, through the co- teaching partnership, had more social support, could share their work responsibilities and learn from each other. In addition to this, the participants experienced that they had better opportunities to form an inclusive and differentiated classroom through co-teaching. Therefore, co- teaching can lessen teachers’ workload. Although, the participants of the study also experienced lack of resources, as well as conflicts and an unfair work distribution in the co-teaching partnership. Through this, co- teaching can also lead to a greater workload. Lastly, the teachers in the study also experienced that resources, good collaboration and positive attitudes towards co-teaching promotes the use of co- teaching. Consequently, lack of recourses, poor collaboration and negative attitudes hinders the use of successful co- teaching. However, some teachers experienced that there is nothing that hinders the use of co- teaching.
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