Browsing by Subject "opettajan ammatillinen kasvu"

The purpose of this thesis was to find out the contents of the practical theories of classroom teacher students and graduate classroom teachers and the professional identities based on them. The study aims to find out the differences and similarities between the contents of first-year classroom teacher students, 3rd to 5th- year classroom teacher students and graduates, classroom teachers in working life. In addition, the aim of this study is also to find out how classroom teacher students and wor-king classroom teachers describe their professional identity based on practical theories and whether there are possible differences and similarities between the factors. This thesis is part of a research project led by Karlsson and Pitkäniemi (2011), which aims to study the practical theories of teacher students during teacher education. The material of my thesis con-sists of the practical theories of first-year and 3rd to 5th-year classroom teacher students as well as graduate classroom teachers. The practical theories of classroom teacher students come from the da-ta of the research project collected from the University of Eastern Finland in 2017 and 2019, instead, the data of the graduated classroom teachers have been collected in 2020–2021 via an E-form as a part of my thesis. This thesis is a qualitative study and has been implemented as a theory-guiding content analysis. The results of this thesis indicate that the contents of the practical theories of classroom teacher stu-dents and graduate classroom teachers are connected by the consideration of students' equality, pro-fessional development, and the formation of the teacher's professional skills in various fields. There were no major differences between practical theories between different groups. The professional identities of classroom teacher students and graduate classroom teachers were based on different teacher responsibilities related to student learning and education. Professional development became a key factor in explaining the professional identities of students and graduate classroom teachers.