Browsing by Subject "ilmiöpohjainen opetus"

The phenomenon-based teaching began to be implemented in schools to an increasing extent when the latest basic educational curriculum (2014) entry into force in 2016. The aim of phenomenon-based teaching is to respond to targets in basic educational curriculum on the integration of teaching and interdisciplinary as well as the transversal competence that students will need in the future. However, phenomenon-based teaching is not explicitly mentioned in the curriculum. There has also been only little research on the subject so the concept of phenomenon-based teaching is not clear and unambiguous. Especially from the point of view of special needs education, the subject has not been so much researched. The purpose of this Master´s thesis is to find out experiences from special needs teachers in the phenomenon-based teaching. The aim is to study how special needs teachers observe phenomenon-based teaching, what role special teachers play in the implementation of phenomenon-based teaching and what benefits and challenges special teachers experience in the implementation of phenomenon-based teaching. The research material was collected through a questionnaire in spring 2020, which was published in social media meant for professional groups of special needs teachers. The amount of answers to the survey was in total 18. Respondents included both special class teachers and part-time special needs teachers. The responses were analysed using a phenomenographic approach. The results of the study showed that special need teachers´ observations of phenomenon teaching were fragmented. The role of special needs teachers in the implementation of phenomenon teaching was most often either an active planner and implementer, a differentiator and supporter or a learning facilitator; the way phenomenon teaching is implemented in school, the professional title and place of employment of the teacher contributed to the implementation of phenomenon teaching and the role of special need teacher. Special needs teachers experienced the benefits of phenomenon teaching as, among other things, deepening student´s knowledge, increase in motivation and disappearance of anxiety. In Special needs teachers work the benefits were reflected in the use of time and cooperation with other teachers. As challenges for students in need of support were experienced deviation from structure and routines, as well as challenges related to self-direction and group work. In daily work of special needs teacher the challenges were especially evident in the adoption of a new role, the amount of work and cooperation between teachers.