Browsing by Subject "koulun toimintakulttuuri"
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(2016)Objectives. There is only scarce research based information on sustainable development (SD) when it comes to class teachers actions and teaching. The aim of this study was to investigate how class teachers take into account education of sustainable development (ESD) and different angles of sustainable development in their actions and teaching. Another aim of this study was to investigate if there is a correlation between teachers SD based actions and SD based teaching and if there are differences in demographic factors (age, sex, location) in how teachers implement ESD. Differences between schools in how teachers implement ESD were also investigated in this study. Methods. The survey data was part of SEED research (Sustainable Food Education for Self-Efficacy Development) which is supported by the Academy of Finland. The aim of the SEED-project is to investigate and support sustainable development in Finnish basic education by charting teachers and pupils actions in terms of sustainable development. PASW 18 was utilized in the quantitative analysis of the survey questionnaires. The nationwide survey was conducted in the spring of 2010 and it was answered by 231 class teachers from 80 different schools. Results and conclusions. The results of the study indicate that class teachers in Finland adhere to sustainable development in their actions and teaching on a mediocre level. Different angles of sustainable development are not in balance in teachers actions and teaching, as social and ecological angles are highlighted whereas the economical angle is the least utilized and recognized. Teachers who adhere to sustainable development in their actions don't take the different angles of sustainable development into account in their teaching very well. The study found that teachers who worked in the cities and teachers who represented the older age group take sustainable development into account the most. Men take into account the economical angle of sustainable development more than women whereas women take more into account the ecological and social angles of sustainable development. There were significant differences between schools in how they take sustainable development into account in teachers actions and teaching.
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(2020)Target: This study examines school culture, teachers’ professional development and school’s development needs through teachers’ experience. The aim of the study was to examine the following three themes: 1) How do the teachers’ experience the school culture, 2) How do teachers’ experience their professional development and expertise and 3) What kind of development needs do the teachers bring out in the interviews. Method: The research data was gathered from a school located in the Helsinki Metropolitan area and it consisted of semi-structured interview material from 12 teachers’ of the target school. The data was analysed by qualitative content analysis. I grouped and thematised the interview data, coded and categorized meanings related to the themes identified, and finally, analysed the interdependencies between the categories and meanings. Findings and conclusions: The findings of this study indicated that teachers’ experience the school culture as collaborative in terms of working closely together, helping each other and sharing knowledge. The culture is based on inclusion, supported by versatile working methods, like group pedagogy and co-teaching. Phenomenon-based learning assists in integrating teachers’ knowhow across subject and class levels and engages students in the planning and implementation of teaching. The teacher expertise is a process that progressively develops both at individual and community levels. Teacher activity plays a major role both in expanding professional development and in creating a personal network. The school’s development needs were related to every challenge, such as limiting the burden of developmental projects and operational goals, and utilizing digitalization in teaching. The result of this research indicated that at best, the school functions as a learning community that is open, reflective and willing to learn, utilizing diverse working methods and delivering transversal competence. The learning community creates the conditions for professional development and knowledge sharing. Based on the results of this research, the school’s culture can be further developed, supporting the involvement and well-being of both teachers and students.
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(2016)Aims. According to literature and former study children's operating environments have become more diversified and schools should take into account the possibilities offered by informal learning environments. Exploitation of out of school environments can be seen to support learning. The study examined the views of class teachers' about using informal learning environments from the perspectives of learning, class teacher's work and possible ways to support the use of informal learning environments. Methods. Eighteen class teachers that work in Lahti, took part to this study. Research material was gathered in February and in March 2015 using an electronic questionnaire. The open ended questions were in an important role in the electronic questionnaire. Research material was analyzed with content analysis. The quantification was also utilized as part of the analysis. Results and conclusions. The study showed that the nature and various cultural sites were the main informal learning environments that class teachers utilized in their teaching. Exploitation of out of school learning environments was considered important from the perspective of child's learning although the exploitation of environments can bring challenges to teacher's work, especially from the perspective of time management. Exploitation of environments was considered to bring variation to class teachers work. Exploitation of informal learning environments was seen to increase motivation to learn as well as to support remembering. The lack of resources and the location of the school were considered to affect the utilization of environments. The exploitation of environments was supported by the cultural program and also the interaction in work communities was considered important way to support the use of environments. However, the support was seen as inadequate, and additional support was needed, especially reduction of transport costs as well as additional information to classroom teachers were considered important ways to support the use of informal learning environments. The study shows, that despite of factors limiting the exploitation of informal learning environments, teachers experience that environments are important in learning.
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(2015)Objectives. Education for sustainable development related to efficacy beliefs has been studied in the past, for example, among the subject teachers, but among the class teachers, research-based information is still scarce. Aim of this study was to investigate the class teachers efficacy beliefs and their connection to school action culture in context of education for sustainable development. The study also surveyed the realization of education for sustainable development with classroom teaching and school action culture. In addition the study examined the class teachers and their schools, the differences between their efficacy beliefs and the implementation of education for sustainable development. Methods. The study was conducted utilizing SEED research, supported by the Academy of Finland, sub-project by University of Helsinki, Department of Teacher Education, collected survey data. The SEED projects (Sustainable Food Education for Self-Efficacy Development) aim has been to study and develop the education for sustainable development in Finnish basic education. Sub-project of University of Helsinki Department of Teacher Education surveyed teachers and students factors which influenced sustainable development actions. The questionnaires question sets were analyzed by statistical methods and the questionnaires open questions were analyzed utilizing content analysis. The study was conducted in spring 2010 with national stratified sampling and the questionnaire was answered by 231 class teachers from 80 schools. Results and conclusions. Class teachers described their efficacy beliefs in education for sustainable development as mediocre. Best known was ecological sustainability and the least known part was economic sustainability. The knowledge of the curriculums cross-curricularity of sustainable development was mediocre. From aspects of the Sustainable development the ecological point of view was best achieved in school culture and the worst one of them was the economic aspect. The school action culture which supports sustainable development was found to affect class teachers education for sustainable development positively. Between class teachers there did not show up any differences in sustainability education based on sex, age, class level, the school or the schools classification in the municipality. Schools showed differences in teaching of sustainable development, schoolwork and school culture influence, as well as in the implementation of sustainable development in socio-cultural dimension.
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(2016)Aims. The aim of this qualitative study was to find out about principals' and teachers' views of children's participation in schools, what kind of participatory methods the schools have used, challenges in children's participation and the factors that affect the school's culture regarding helping children to participate. The study also aimed to find out the schools' contributions in helping the students to participate in creating the schools' own curriculas during the spring of 2016. Lastly the aim also was to create a model to illustrate the factors that affect the school's culture regarding helping children to participate. Previous research and international conventions support the perception of children's participatory rights in schools. The prior studies have also researched on participatory pedagogy. Participatory pedagogy consists of the methods that bring the student as a part of his or her own learning as well as the community's learning. The research has shown that participatory pedagogy supports the children's understanding of acting in a democracy and that participatory pedagogy supports the child's feeling of self-efficacy. Participatory pedagogy also helps children to take responsibility over their own learning. Children's participation also helps them to engage in their community. Methodology. The study was conducted by interviewing three class teachers, three principals and one vice-principal. These interviewees were from four different schools. The interviews were themed interviews. The data was analyzed using the researcher's discretion in applying qualitative content analysis method. The interpretations were supported by comparing the results with theory. Results. According to the results of the study the interviewees had fairly comprehensive knowledge about participation. The schools had been varyingly successful in participatory methods depending on the school's action culture. In one school, participatory methods had been successfully developed. Children's participation regarding the school curriculas had not been very successful. It had been done mainly according to the instructions from the City of Espoo in a form of theme days. As to the factors affecting the schools' action culture the main factors were the vision in the school, engaging the teaching staff and time.
Now showing items 1-5 of 5