Browsing by Subject "opettaja"

The research assignment of the study is based on the research literature of body image, according to which children's body concerns are significant in nature and often begin early before school age. The purpose of the study was to clarify the perceptions of primary school teachers about the importance of the teacher in the phenomenon of the formation of body image in children. The study seeks answers to teachers' views on the question of the formation of children's body concerns and their prevention. The data was collected using an online questionnaire employing a narrative completion method. The data consists of the reports (n=34) of primary school teachers (n=17), which were analysed with a qualitative phenomenographic research approach. From the reports of primary school teachers on the formation of pupil body concerns and their prevention, four types of different perceptions emerged, which constitute the main result of phenomenographic analysis. The teachers understood the formation of the student's body concerns and their prevention from the perspectives of equality, positivity-negativity, neutrality and pedagogy. Teachers' perceptions of the formation and prevention of body concerns as a result of teacher activity were mainly consistent with previous research literature. In their reports, teachers also identified causes unrelated to the teacher. The study shows a realistic understanding of teachers in the phenomena of the formation and prevention of children’s body concerns, as well as the ignorance of teachers in the existence of minority phenomena. Based on the research, it would next be essential to examine the study of the status and body image formation of minority children in a Finnish elementary school, research aimed at promoting a positive body image, and the latent need in current teacher education to understand diversity and reflect on the teacher's own bodily position.

Lukivaikeus on verrattain yleinen oppimisvaikeus, johon jokainen opettaja luultavasti törmää uransa aikana. Koska lukivaikeuden taustalla on kielitietoisuuteen ja erityisesti äännetietoisuuteen liittyviä ongelmia, se aiheuttaa erityisiä hankaluuksia lukemisen ja kirjoittamisen lisäksi myös vieraiden kielten oppimisessa. Näin ollen olisi tärkeää, että vieraiden kielten opettajat ymmärtäisivät lukivaikeuden taustoja sekä eriyttämiskeinoja, jotka hyödyttävät erityisesti lukivaikeudesta kärsiviä vieraiden kielten oppijoita. Siksi tämän tutkimuksen tarkoituksena oli kartoittaa suomalaisten englanninopettajien kokemuksia lukivaikeuteen liittyen. Tutkimuksen tavoitteena oli selvittää, (1) mitä englanninopettajat tietävät lukivaikeudesta ja mistä he ovat tietonsa saaneet, (2) millaisia asenteita heillä on lukivaikeudesta kärsiviä oppilaita ja opiskelijoita kohtaan, (3) millaisina he näkevät lukivaikeuden vaikutukset englannin oppimiseen ja (4) miten he ovat ottaneet lukivaikeuden huomioon opetuksessaan. Kysymyksiin etsittiin vastausta kyselytutkimuksen keinoin. Kyselyä jaettiin sosiaalisessa mediassa ja sen täyttäminen tapahtui internetissä. Kaikki osallistujat (n = 72) olivat muodollisesti päteviä opettajia ja opettivat englantia suomenkielisissä alakouluissa, yläkouluissa, lukioissa ja/tai ammattikouluissa. Kyselyllä kerätty aineisto sisältää sekä määrällisiä että laadullisia tietoja. Määrällinen aineisto analysoitiin deskriptiivisin tilastollisin menetelmin ja laadullinen aineisto sisällönanalyysin keinoin. Tutkimukseen osallistuneilla opettajilla oli verrattain hyvä tietämys lukivaikeudesta, vaikkakaan he eivät kokeneet omaavansa tarvittavaa tietotaitoa lukivaikeudesta kärsivien oppijoiden tukemiseen. Lukivaikeutta ei joko ollut käsitelty ollenkaan tai ei riittävästi osallistujien opettajaopinnoissa. Sen sijaan osallistujat olivat saaneet tietonsa lukivaikeudesta muista lähteistä, kuten erityisopettajalta tai kirjallisuudesta oman aktiivisuutensa turvin. Osallistujien asenne lukivaikeutta ja siitä kärsiviä oppijoita kohtaan oli laajasti ottaen positiivinen. Opettajan näkökulmasta lukivaikeus vaikeuttaa englannin oppimista sanaston, kieliopin, kirjoittamisen, lukemisen, kuuntelun, ääntämisen ja äänne-erittelyn osalta. Oppijoilla saattaa myös olla erilaisia negatiivisia tunteita itseään, kieliä tai oppimista kohtaan. Lisäksi lukivaikeudesta kärsivät tarvitsevat enemmän aikaa tehtävien tekemiseen kuin luokkatoverinsa. Lähes kaikki osallistujat ovat ottaneet lukivaikeuden huomioon opetuksessaan esimerkiksi eriyttämällä arviointia, materiaaleja ja opetustaan. Osallistujille tutuimpia eriyttämisen keinoja olivat arvioinnin eriyttämiseen liittyvät keinot sekä sellaiset keinot, joita yleisesti käytetään kaikkien oppimisvaikeuksien huomioinnissa ja kaikkien oppiaineiden opetuksessa. Osallistujille vähemmän tuttuja olivat opetuksen eriyttämiseen liittyvät keinot, joita suositellaan nimenomaan lukivaikeudesta kärsiville vieraiden kielten oppijoille. Tutkielmassa pohditaan, miten hyvin opettajakoulutus valmistaa opettajia käytännön työhön, ja kritisoidaan sitä lähtökohtaa, että lukivaikeudesta kärsiviä kielten oppijoita tuetaan kouluissa ensisijaisesti arvioinnin keinoin oppimisen edesauttamisen sijaan.

The challenge of teaching mathematics is to make the student’s mathematical thinking heard and visible. To find out how students mathematical thinking can be supported I familiarized concept of mathematical languaging. Mathematical languaging allows student to express their thinking through the language, orally and in writing. Theoretical background of this study is Joutsenlahti’s and Rättyä’s model of four languages of mathematics, which allows students to express their mathematical thinking. The purpose of this study is to find out which mathematics languages teachers emphasize in their teaching and how teachers guide students to languaging in mathematics lessons. In addition, I also explore which mathematic languages the textbooks tend to use, and how the textbooks support the teacher’s role in guiding students languaging mathematics. The material of my study was based on video material: Oppimaan oppimisen avaimet, which was filmed in fall 2012. It included eight sixth grade math lessons. The videos featured a total of seven teachers, one of whom taught a lesson to two different classes. Mathematics textbooks, which were used in the lessons, from four different book series were also used as research material. The data were analyzed using quantification and sosiosemiotics analysis. The videos showed that the lessons were quite teacher-regulated. Teachers asked questions that students answered briefly and accurately. Teachers guided students to use mainly natural language and symbolic language, and to switch between these languages. The textbooks guided to interpret the text in natural language as well as in symbolic language and to produce only symbolic language. Teachers and textbooks also guided to use pictorial language mainly in connection with the contents of geometry. The content of the subject of mathematics influences the language used by the student to express mathematical thinking. Teachers guided oral languaging in the classroom, while textbooks supported written languaging.

Objectives. The aim of this study was to investigate primary school 2nd grade math teacher's guides as well as class teachers, for the learning support features in multiplication. The related research problems are following: How the teacher's guides for the mathematics support students of 2nd grade in learning of the multiplication? How the selected 2nd grade class teachers support the learning features in their multiplication lessons? Methods. This study is divided into two parts. The first part is a qualitative study of 2nd grade math teacher's guides, where three different book series (Matikka 2, Open Kymppi 2 and Tuhattaituri 2) were studied based on the theory-driven content analysis. The exercises from the book series were divided into several studied features: the steps of the arithmetic concept formation, understanding the calculation procedure with whole numbers, sequence skills, Bruner's learning theory and Fuson's language of mathematics. All the features were analyzed with Bereday's comparative analysis. The second part is a case study, where three independent 2nd grade class teachers were studied with the method of stimulated recall. All the teachers were monitored and videotaped during one multiplication lesson and interviewed afterwards about the teaching of multiplication in general and based on the videotaped lecture. The interviews were analyzed with thematic analysis. The results and conclusions. The math teacher's guide Matikka 2 emphasizes the connection between addition and multiplication as well as the learning period during the stage of concrete strategies. Sequence skills were supported the most in the Open Kymppi 2 guide, which had many exercises emphasizing mechanical repetition. On the other hand, the three stages of representation and mathematic languages were less supported in Open Kymppi 2 than in the other guides. The exercises in the Tuhattaituri 2 supported the learning features of the multiplication fairly evenly, although some of the exercises repeated themselves. Numbers 0 and 1 were less supported in Tuhattaituri 2 than in the other guides. All guides supported mental strategies, enactive stage of representation and mathematic languages quite poorly. In the second part of the study, during the multiplication lessons the teachers took well into account the stages of concrete strategies and automated concept formation. On the other hand, the stage of mental strategies did not show up in the results, only when asked separately. In addition, the use of the teacher's guides in the planning of the multiplication lessons was not significant for the studied teachers. Although the lessons supported the learning experience of multiplication quite versatilely, the studied teachers mentioned only some of the supported features in the learning of multiplication.

The aim of this study is to examine how teacher students' view their cultural capital. Cultural capital means the knowledge, skills, valuations and examinations that a person has achieved during his/her life.The purpose of this study is also to depict whether or not cultural capital is of importance to a teacher at his work or to a student at his education. Previous studies have shown that teacher students present bourgeoise culture. Previous studies have also shown that teacher's cultural capital might have an impact to his/her work and that students' family background has an impact on school work. The study was made by the principles of qualitative research. Five teacher students from Helsinki University were selected as research subjects. The data was gathered during the spring 2015 and collected by using a theme interview. The data was then analyzed with theory-bound content analysis. Based on the data, teacher students' views depicted that their family backgrounds, as well as hobby and personal interests reflected at least partly the cultural capital. Based on the study results, it would seem that teacher's own cultural capital might show in his/her work at some level, for example through the valuations and aspirations, as well as the number of his/her hobbies. Teacher's hobbies can show as emphasis on, motivation in and aspirations in the work. Valuations and aspirations can have an impact on the demands targeted towards students by the teacher. The results indicate that student's cultural capital can show at school through stimulus received from home and attitude towards school.

The social life of modern youth has expanded from the physical world to also include the virtual world. Because of this is completely natural to see bullying spread into the world of internet as well. Thus bullying knows no time nor place and can instead happen both during free time and at school. The different ways, influences and preventative methods of cyberbullying have been studied before (Patchin & Hinduja, 2012), but studies from the teachers’ point of view, especially of which situations do they feel obligated to resolve, are almost nonexistent. This study aims to fill that hole and simultaneously discover how teachers define, encounter, prevent and act in cases of cyberbullying or conflicts. This study was conducted as a case study in 2019. The research material was collected by interviewing six teachers with teaching experience, using a semi-structured theme interview. The material was transcribed and analysed using content analysis. The analysis was conducted using the Atlas.ti-program. The results showed that teachers did not encounter cyberbullying very often. They mostly mediated arguments taking place in virtual environments, before they could develop into bullying. The situations they did encounter were handled with discussions and by contacting the students’ parents. Preventative work was done actively in schools. The teachers themselves felt that handling cases of cyberbullying was mostly up to the parents. Even so, if the needs of a student demanded it, or if bullying was noticed in the classroom, the teachers started handling them themselves. Based on the results it can be stated that teachers need guidelines to specify which cases of cyberbullying are a part of their duties, especially when the bullying happens outside of the school day. At the moment, teachers define their respective roles very subjectively, which can lead to inequality between students, depending on the teachers subjective definition.

Aims. In this study research topics were primary school pupils' attitudes towards mathematics and teachers' methodological ways to affect those attitudes. This study has been inspired by both national and international research results which show that attitudes get worse even when skills get better. This study concerns different kinds of methodological ways to affect pupils' attitudes and how well those methods function. Moreover, the study describes what kinds of tasks those methodological ways have from the viewpoint of attitude. Methods. Four working primary school class teachers were interviewed for this study. Interviews were theme interviews and they were made in spring 2015. The interviews were analysed following the principles of theory bounded content analysis: first analysis units were formed and then they were categorized into larger units. Results and conclusions. When categorizing the results, different kinds of methodological groups were found that have a different kind of effect on attitudes. The methodological groups are: inspiring and attracting methods, interaction based methods, self-efficacy improving methods, sufficient challenge providing methods, methods that support development of understanding and methods that support finding one's own way of learning. Considering weak pupils, especially self-efficacy improving methods are essential because weak self-efficacy affects task management and learning experiences. Sufficient challenge producing methods, on the other hand, are vital for talented pupils' attitudes. All found method groups found in this study can help teachers' when planning versatile teaching that is beneficial to attitudes. Teachers evaluated functionality of the methods which can be helpful when trying to find a functional method.

Objectives. The goal of this study is to investigate how shy and withdrawn children act in school, daycare and home environments, what kind of opinions kindergarten- and class teachers have on children's shyness and how they instruct these children. In addition, the aim is to analyze what kind of change the transition from kindergarten to school is for a shy child. My three research questions are 1) How children's shyness and withdrawal present themselves in kindergarten, school and home? 2) What kind of view kindergarten- and class teachers have about children's shyness and how they instruct these children? and 3) Does the shyness of the children affect on their transition to school and, if so, how? Which ones of the teacher's actions support a successful transition to school? The definitions of shy and withdrawn children are not unambiguous. In my own research, I survey shyness and withdrawal as a temperament trait like Thomas and Chess. They see it as a part of the trait approach/withdrawal. Earlier studies suggest that shy children receive less attention from the teacher and are not so happy with their social relationships than active children. It is also more difficult for shy children to seek help and start discussions. They also have a greater risk of being left out of the group. Methods. This research is a qualitative case study. The research methods were half structured interviews and observation. The teachers also evaluated their group's shy children by using shy child personal traits measuring form. Pirkko Niiranen (1995) uses the same form in her dissertation. With the form I was able to estimate the nature of the children’s shyness. I analyzed the results by using material based content analysis. Two preschool children with their teachers and mothers participated in this study. During the study, children transitioned to school. Results and Conclusions. I wanted to separate shyness and withdrawal because the behavior of the children in my research differed. One of the children felt afraid and anxiety towards all new things as the other one felt those only in social situations. Both had difficulties in asking for help and performing in front of the group. Teachers encouraged the shy children to express themselves in their own time. Teachers were eager to provide help and showed interest espe-cially when the children took initiative. There were differences in teachers’ ways to instruct these two children.

Tutkielman aiheena ovat ruotsinopettajien käyttämät eleet ja artefaktit (esineet) tehtävänantotilanteessa. Tavoitteena on selvittää, millä tavoin ruotsinopettajat tukevat sanallisia tehtävänantojaan multimodaalisin keinoin. Tutkimus on luonteeltaan pääosin laadullista, mutta myös määrällisiä menetelmiä on käytetty. Teoreettisena viitekehyksenä toimii sosiokulttuurinen näkökulma opetukseen ja oppimiseen. Sosiokulttuurisessa näkökulmassa kulttuurisilla välineillä, kuten artefakteilla, kielellä ja eleillä on tärkeä rooli välittävinä tekijöinä ihmisen ja ympäröivän maailman välillä. Aineisto on kerätty peruskoulussa ja lukiossa ja se koostuu viidestä videoidusta ruotsin kielen oppitunnista. Analyysimenetelmänä on multimodaalinen vuorovaikutusanalyysi, jossa nonverbaalisen vuorovaikutuksen merkitys tulee esille. Tuloksista käy ilmi, että opettajat käyttävät eniten deiktisiä (osoittavia) eleitä. Näillä he osoittavat joko oppilaita, artefakteja tai paikkoja. Osoittavat eleet voivat olla myös abstrakteja, jolloin niillä viitataan joko abstrakteihin asioihin tai konkreettisiin, ei-läsnäoleviin asioihin. Toiseksi eniten opettajat käyttävät kuvittavia eleitä, jotka tyypillisesti koostuvat katkeamattomasta liikkeestä ja joilla useimmiten myös kuvataan liikettä. Symbolisia eleitä (embleemejä), joilla on vakiintunut merkitys, kuten nyökkäys, käytetään vain harvoin. Artefaktit ovat läsnä kaikissa tutkimuksen tehtävänantotilanteissa. Opettajat viittaavat niihin paitsi eleiden avulla, myös käytännöllisten toimintojen kautta, kuten nostamalla ilmaan työvälineitä, joista puhuvat. Opettajien käyttämät eleet vahvistavat sanallisia viestejä, ohjeita, tarjoamalla niille toisen kanavan tavoittaa oppilaiden ymmärrys. Opettajien käyttämät eleet vahvistavat ja selkeyttävät viestiä, helpottavat oppilaiden ymmärrystä ja tarjoavat opettajalle keinon ilmaista itseään tehokkaammin. Hyödyntämällä eleiden käyttöä kieltenopetuksessa ja tehtävänannossa voitaisiin tukea oppilaan vieraan kielen ymmärrystä ja näin toimien pyrkiä lisäämään kohdekielen määrää luokkahuoneessa.

Lähes kaikki kiusaamisteot täyttävät jonkin rikoksen tunnusmerkistön ja ne loukkaavat kiusatun perusoikeuksiin sidottuja oikeushyviä, lapsen oikeuksia ja oppilaan oikeutta perusopetuslain mukaiseen turvalliseen opiskeluympäristöön. Tutkielmassa tarkastellaan sitä voiko opettajalle ja rehtorille syntyä rikosoikeudellinen vastuu, jos he eivät puutu kiusaamiseen. Opettajan ja rehtorin tehtävänä on huolehtia oppilaiden turvallisuuden toteutumisesta. Heidän velvollisuuksiin virkansa puolesta kuuluu tietää ja tuntea alansa määräykset ja siten puuttua kiusaamiseen. Jos opettaja ei noudata tai ei ole selvittänyt velvollisuuksiaan, voi hän syyllistyä tuottamukselliseen virkavelvollisuuden rikkomiseen rikoslain 40 luvun 10 §:n mukaan. Kiusaamiseen puuttumiseksi ei ole annettu yhtenäistä ja selkeää ohjeistusta. Jos virkavelvollisuus on määritelty epäselvästi, rikosoikeudellisen vastuun perusteet voivat jäädä syntymättä laillisuusperiaatteen perusteella. Opettajalla ja rehtorilla on virkansa puolesta myös erityinen oikeudellinen suojelu- ja valvontavelvollisuus suhteessa oppilaisiin. Jos he laiminlyövät velvollisuutensa, voivat he syyllistyä rikoslain 3 luvun 3 §:n 2 momentin mukaiseen epävarsinaiseen laiminlyöntirikokseen niissä tapauksissa, joissa laiminlyönnin seurauksena on rikoslain 21 luvun 10 §:n mukainen vammantuottamus. Jos tuottamuksellinen virkavelvollisuuden rikkominen ei laillisuusperiaatteen takia tule kysymykseen, voi rikosoikeudellinen vastuu kuitenkin syntyä epävarsinaisena laiminlyöntirikoksena. Ympäröivän yhteiskunnan muuttuessa oikeusjärjestelmä ei välttämättä sisäistä kovin nopeasti uusia arvoja ja periaatteita, joita esimerkiksi lapsen oikeudet ilmentävät. Tällöin voi odotusten ja todellisuuden välille syntyä jännitteitä. Jos opettajan ja rehtorin piittaamattomuuteen kiusaamistapauksissa ei puututa rikosoikeuden keinoin, voi se rikkoa oikeudenmukaisuuteen kohdistuvia odotuksia sekä horjuttaa luottamusta kouluinstituutioon. Tilannetta selkiyttäisi, jos kiusaamisen käsitteen määrittely lisätään perusopetuslakiin, tarkennetaan opettajan ja rehtorin virkavastuun sisältöä kiusaamistilanteissa sekä lisätään kaikkien viranomaisten niin opettajien kuin tuomareiden ymmärrystä ja tuntemusta lasten perusoikeuksista ja YK:n lapsen oikeuksien sopimuksen velvoittavuudesta.