Browsing by Subject "pedagoginen suhde"
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(2018)Objectives. According to a study commissioned by UNISEF Finland (2012) Finnish students find their teachers distant. The results of the OECD Teaching and Learning International Survey (2013) indicate that Finnish elementary school teachers do not receive enough feedback about their performance. This main objective of this study was to examine elementary school teachers' attitudes towards students' feedback. The research questions were: How do teachers relate to feedback given by students? Which factors have an impact on teacher attitudes? The aim of the study was to introduce a new viewpoint to scrutinizing the current role of teacher and student in the teacher-student relationship. Furthermore, the aim was to provoke discussion about values behind and practices related to interpersonal communication and feedback culture in Finnish schools. The theoretical framework of this study consists of theories in educational psychology and speech communications. As a research topic student feedback on teacher-student relationship is quite new, there is little prior research available. Students' teacher views, expectations and experiences, on the other hand, have started to interest scientists increasingly. Methodology. The study was implemented as a qualitative attitude research. Research data was collected in the spring of 2017 during three group interviews. Nine teachers from three different elementary schools in the Helsinki metropolitan area were interviewed – three teachers from each school. The teachers shared their views on 32 claims presented by the interviewer. The research data was analyzed according to the principles outlined in literature about qualitative attitude research. For instance, an approach of discourse analysis was used. Results and conclusions. All in all, the teacher attitudes towards student feedback were favorable. However, as the teacher attitudes did include some variation, four different attitude profiles were identified. Two of the teachers approached students' feedback daringly, three tolerantly, two neutrally and two with reservation. The results suggest that a student's teacher-related experiences and their effects on the child and teacher-child relationship remain at least partially unidentified. That is why the role of both the teacher and the student as well as the existing communication culture in the Finnish schools should be examined critically and candidly. Student feedback in the student-teacher relationship might help build stronger and healthier pedagogical relationships which, in return, create better conditions for teaching and learning.
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(2022)Aims. Previous research has indicated that the quality of pedagogical relationship is related to students’ school-achievement. The quality of the relationship has also been shown to affect student’s engagement and coping in school. In addition, previous research shows that the quality of the teacher-student relationship is strongly affected by the somewhat permanent characteristics of a teacher and a student. For this reason, enhancing teachers’ professionality and awareness could be thought to play a significant role in developing the relationships. As the role of the teacher in the development of the relationships has been recognized as important, this thesis is focused on studying teachers' perceptions. Thus, the purpose of this thesis is to examine what kind of challenges do Finnish classroom teachers associate with the forming of pedagogical relationships, and which factors do teachers describe as promoting the quality. By answering the research questions, the aim is to increase knowledge of what Finnish classroom teachers think about pedagogical relationships. Methods. The research approach adopted in this thesis was qualitative. The research data was gathered by semi-structured interviews that were carried out via video calls. Seven classroom teachers were interviewed. The interviews took place during January 2022. When selecting the interviewees, the only criteria was that the participant had to have experience in working as a classroom teacher. There were also imaginary case-examples used in the interview. The cases represented different kinds of pedagogical relationships. The data was analyzed by a phenomenographic approach. Results and Conclusions. The teachers’ views on the challenges were divided into five different categories: teacher-related challenges, student-related challenges, school-related challenges, parent-related challenges and external challenges. The teachers’ views on the promoting factors of the relationships were divided into seven categories that include pedagogical methods, teacher’s thinking and being, attitude towards students, parents, collegial support, school culture and external factories. The results strengthened the idea of pedagogical relationships as dynamic phenomena that are influenced by multiple different factors. Considering the results of this thesis provides teachers an opportunity to raise their own awareness and reflect their own principles. The results also showed the kind of challenges, recognized by teachers, that could be easier to solve with better resources for education.
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