Browsing by Subject "kulttuurinen konteksti"

Socioemotional education is highlighted in the new curriculum which will be introduced in August 2016. The objective of this research was to study how class teachers are speaking about socioemotional education at the moment. I focused on what kind of interpretative repertoires and identities the teachers are constructing while speaking about socioemotional education. The research material was collected through four class teacher's interviews. The semi-structured interviews consisted of two themes. The first theme was socioemotional learning and socioemotional education as concepts. The second theme dealt with a teacher's role in the socioemotional education. The methodology of this research was based on social constructionism and discourse analysis. I analyzed the repertoires and identities constructed by the interviewees in the cultural context of our school institution. I also studied the material from the viewpoint of special education because most of the participants were studying special education. The following repertoires occurred in the research material: approving, pessimistic, constructivist, realistic, authentic, idealistic and change repertoire. The teachers also criticized the traditional teacher's role by using the traditional repertoire. In addition, two identities appeared in the research material. The interviewees positioned themselves as humane teachers in the realistic repertoire. They also constructed a victim-identity which did not belong to any wider repertoire. The repertoires and identities formed two opposing pairs: the new and the old and the ideal and the reality. The repertoires and the identities consisted of old and new approaches to learning, teaching and diversity. Furthermore, the teachers spoke both idealistically and realistically about socioemotional education. These contradictions need to be solved for the new curriculum to be realized, they also are a challenge for the special education teacher's education.