Browsing by Subject "monimateriaalisuus"
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(2015)Objectives. The new curriculum of crafts teaching that will be brought into use of autumn 2016, introduces a new concept of crafts which is called multimaterialism. Multimaterialism will consist of the materials, equipment and techniques of both textile work and technical work. At the same time, teaching lessons of crafts will be reduced in secondary schools. Previously, in crafts the finished product and used skills have been seen as great importance for teachers' competence and student's learning. Former studies that have been completed have seen craft as a process which occurs inside of textile or technical work. Based on some studies, the way of teaching crafts seems to be changing to multimaterialism. In these studies crafts has been seen as a part of the technical development and design. This study examines the teacher's competence through professional and pedagogical views. In addition, the features of crafts teacher's specific competence were examined through meaning of skills, product and process-related meanings, complete craft and pedagogical way of thinking which is connected to crafts teacher's work. Research question is that, how the new curriculum of crafts teaching will challenge the educational community and teachers who are planning and working with teaching. Second question is how the new curriculum will challenge the teacher's competence. Methods. The study was conducted as a multimethods case study, which utilized qualitative data. Multimethods was chosen because it helped to get more diverse information. The research materials in this study were video material from two events and the supplementary material related to these events. The first video material was derived from a panel about multimaterialism, from the discussion of five crafts curriculum experts. In addition, there was also Flinga-comments, enabling the public to participate in the debate on the big screen. There were approx. 80 participants at the event, but due to the on-line broadcast the amount was approx. 160. The second video data was collected at a meeting of the textile teachers union's member association's teachers, who discussed about the new curriculum. From this meeting written material about crafts elective lessons was received. At the event there were 30 textile teachers. The data was analyzed in accordance of the research questions and themes from the data, using the ATLAS.ti program. From these themes four main themes were found that were corresponding to the research questions. Results and conclusions. The challenges facing the teachers competence and the educational community were in some ways overlapped. The findings were looked upon in the light of multimaterialism. Based on the research the challenges of crafts education that arose were 1) Taking new curriculum into use as well as the dialogue of the teacher's values and the curriculum, 2) understanding and implementing multimaterialism, 3) The guarantee of the crafts teachers employment and high-quality crafts teaching. 4) Challenges to the teacher's competence and the challenges the school community were partly overlap. Teacher's competence challenged the changes in the job description and co-operation, understanding skills, understanding of the craft process and product, as well as understanding craft's pedagogy. Dialogue of the theory and the data can be said to be the key role of the teacher when the local crafts curriculum is drawn up. Crafts teachers must be able to find their own crafts values and practical skills in common with the new curriculum. But In same way must also adopt new approaches to crafts teaching so that she/he is able to justify the place of crafts teaching to the educational community. In addition the educational community must allow for the training of teachers and implementation of education so that the objectives of the curriculum can be carried out.
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"Mitä mä alan oikeesti syksyllä tekemään?" : käsityönopettajat uuden opetussuunnitelman kynnyksellä (2017)The national core curriculum for basic education (FNBE 2014) brings changes in pedagogical outlines. Some of the key goals are to enhance pupil participation, diversify assessment and increase the use of technology. The teacher's task is to instruct and guide the pupils. The new curriculum also emphasizes transversal competences in the instruction of subjects. Furthermore there are many essential changes in crafts subject which causes stress among some craft teachers. The curriculum (FNBE 2014) defines crafts as a multimaterial subject in which the competence of managing holistic craft process (HCP) is a central principle. Crafts is defined by design, technology and craft expression. Furthermore, craft teaching requires co-teaching among craft teachers and co-operation with other subjects. This study aims to find out what kinds of reflection the new curriculum causes among craft teachers. The study was performed as a qualitative case study, in which the data was collected from the meetings of craft teachers in peer group mentoring sessions in January-March 2017. The group consisted of a mentor and eight participants who were female craft teachers in Uusimaa. The length of their teaching careers varied from two years to twenty-five years. Data was coded with ATLAS.TI-program. The analysis was data-based content analysis. According to this study, all the changes in the national core curriculum for basic education 2004 have not been fulfilled in craft teaching. Therefore the new curriculum (FNBE 2014) challenges teachers more than expected. Teachers' reflection includes a mixture of strong feelings and a large amount of questions and worries. Changes in the curriculum inspire teachers but not all teachers have the means to fulfill the requirements of the new curriculum. Learning problem-solving skills, co-operation with other teachers and student groups consisting of both girls and boys are considered the positive aspects of the new curriculum. Teachers also have more freedom to implement their teaching, and pupils can choose more optional lessons than before and be directed according to their interests. Teachers feel sorrow and anxiety because they are afraid that pupils' craft skills are weakening. The small number of craft lessons complicates the execution of the new curriculum. Some teachers experience the new technology in a very negative way as well as the experimental nature of the crafts. Instead, learning the traditional craft techniques and making "proper" artifacts is still considered important. Teachers feel positive about the increased co-operation between craft teachers but have trouble starting and finding time for it. Teachers' well-being is challenged with increased challenges. Craft teaching in accordance to the new curriculum requires resources to teaching groups sizes and to the planning co-teaching. Craft teachers need further education with design teaching, integration of technology, documentation and assessment. Teachers feel sorrow and anxiety when because they are afraid that of the weakening of pupils' craft skills are weakening. The small amount number of craft lessons is kept as a problem complicates the fulfillment execution of the new curriculum. A part Some of the teachers experience the new technology in a (very) negative way and as well as the experimental role nature of the crafts. Instead, learning the traditional craft techniques and making "proper" artifacts is experienced still considered important. Teachers experience feel positive about the increased co-operation between craft teachers good but it feels tough to start co-operation but have trouble starting and finding time for it. Teachers' well-being is challenged with increased challenges. Craft teaching in accordance to the new curriculum requires resources with to teaching groups (sizes) and to the planning of co-teaching planning. Craft teachers need further education with design teaching, integration of technology, documentation and assessment.
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(2023)According to the Finnish National Core Curriculum (2014), the goal of craft teaching is to guide pupils’ holistic craft process. The teaching is usually divided between two teachers teaching different areas (technical work and textile work). The purpose of this research is to depict, analyze and intercept the cooperation between the craft teachers. The aim of this research was to examine how craft teachers execute cooperation, how the cooperation appears, what are its goals and how the cooperation could be improved. The subject of this study was the cooperation between craft teachers who work in the same school. This research is a continuation of my bachelor’s thesis in 2019, in which I investigated how schools organize the shared multi-material craft subject according to the curriculum (POP 2014), how teachers understand multi-materiality and how it is reflected in student’s work. The results of the research showed that the teaching was organized in shifts, in which students were alternately under the guidance of the technical work teacher and the textile work teacher. Multi-materiality was understood such that the students could freely choose the materials and techniques used in their own craft projects. The implementation of shared multi-material craft subject requires the cooperation of the teachers. The research was carried out using qualitative methods. Nine teachers from five different schools were interviewed for the data. Four of the interviewees were technical work teachers and five were textile work teachers. The interviews were conducted as semi-structured theme interviews. The final material was gathered from eight interviews. The data was analyzed using theory-based content analysis. Based on the results, the working pairs formed three different type descriptions of co-teaching. The cooperation of the least cooperating work pair was limited to joint evaluation. The students didn’t do a joint project, and the teachers didn’t want to increase co-operation. The cooperation between the other two pairs varied slightly, in both the teachers planned and evaluated the teaching together. There was no joint teaching, but at the end of the school year the students did a holistic craft project supervised by both teachers. The teachers were satisfied with the cooperation and wanted to increase it. Successful co-teaching requires above all the effort of both teachers and the ambition to commit to common goals.
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(2017)The curriculum of the Finnish basic education system was renewed in 2014, and the new curriculum was implemented in schools starting in 2016. This brought changes for the teaching on crafts. The subject of crafts was unified, and textile work and technical work are no longer separated. The curriculum also defines crafts as a multi-material subject in which the focus on the process as a whole is encouraged. Previous study has shown that curriculum changes present challenges to teachers, and that teachers need support in these challenges. This study aims to find which kinds and types of challenges that craft teachers experience in connection with the new changes in the curriculum. The study was performed in the context of peer group mentoring, and it also aims to find the kind of support that teachers experience from peer group mentoring. The study was performed as a qualitative case study, in which the studied material was collected from the communications of craft teachers participating in peer group mentoring sessions. The group consisted of a mentor and eight participants, who were female craft teachers who were at different stages of their careers. The group meetings were recorded using video and audio equipment, and the content of the recordings were transcribed into text form. The transcriptions were then analysed to find themes. For finding the challenges that the teachers experienced, the analysis was done in a material-driven way, and for finding the support types, the analysis was driven by the theoretical basis of peer group mentoring. The analysis revealed four types of challenges experienced by the teachers: challenges related to the distribution of lesson hours and optional studies; challenges related to to the content of the new curriculum; challenges related to the work community; and worries related to the problems caused by the new curriculum. In the teachers' experience, peer group mentoring was found to give three types of support: 1) it increased their well-being and brought a sense of empowerment, 2) it gave concrete advice for dealing with challenges and 3) it served as an environment for learning in common that helped teachers to understand the new curriculum better and clarified their thinking. Overall, a number of challenges requiring support for teachers were identified, and peer group support was found to be beneficial as a support method. Peer group mentoring could serve as a useful method for support when new curricula are introduced.
Now showing items 1-4 of 4