Browsing by Subject "kouluruokailukokemus"

According to Lintukangas and Palojoki (2016), school meal can be defined as a learning environment with physical, social and pedagogical aspects. As a part of the pedagogical aspect research (Persson Osowski, Göranzon & Fjellström 2013), three different teacher roles have been found in the school meal situation based on the amount of the interaction and on the fact, whether the interaction is adult-oriented or child-oriented. The roles are are situated on contextual continuum from where teachers can choose them according to situation. In addition previous research (See Maaranen, Pitkäniemi, Stenberg & Karlsson 2016) has found out that personal practical theories (PPTs) are beliefs and perceptions influencing on teachers´ school work. Even though school meal has been the target of quite a few studies during the recent years, personal practical theories (PPTs) directed on school meal situation have not been studied yet. The aim of this research is to find out, what kind of personal practical theories teachers have about school meal and how teachers´ PPTs are shown in pupils´ school meal experience. Six teachers and 129 pupils took part in this study. Both quantitative and qualitative data were collected and finally analysed through mixed methods design. Based on the results of this study, teachers´ attitudes towards school meal and the way teachers structure school meal as a pedagogical interaction situation affect on pupils´ school meal experience. Teachers´child-oriented interaction leads to a more positive school meal experience for the children, which supports previous research. On the other hand, it can be interpreted that teachers´ negative attitude towards school meal situation is connected to more negative school meal experience of pupils.