Browsing by Subject "perehdytys"

In Steiner schools, there are class teachers who do not have a background in Steiner education. This study examines how a class teacher experiences working in a Steiner school and how Steiner schools familiarize class teachers with the Steiner pedagogy. The data for this narrative study consists of narratives from five class teachers in three different Steiner schools. The data was analyzed narratively. The study demonstrates the significance of orientation in adopting Steiner pedagogy. According to the research findings, class teachers often come to Steiner schools with limited knowledge of Steiner pedagogy and generally receive fragmented orientation. Class teachers report feelings of inadequacy, and their teacher identity is experienced as divided. The results indicate insufficient support through orientation in Steiner schools. Collegial support and mentoring emerge as desired aspects of orientation in the narratives of classroom teachers. The narratives convey a perceived difference in teaching. On the one hand, working in a Steiner school is portrayed in the narratives of class teachers as a growth and learning experience. The findings of the study can be utilized in the planning and development of orientation and continuing education in Steiner schools, at the Snellman University College and at the Steiner Education Association: orientation providers should be able to guide and support class teachers in a more long-term and interactive manner. Orientation that meets the needs of teachers could facilitate the transition of many class teachers to Steiner schools, thereby enriching the functioning of Steiner schools. Based on the results, it can be recommended that personnel working in Steiner schools complete the recommended 25-credit orientation package on Steiner pedagogy by the Steiner Education Association (2022).

Previous studies have shown that teacher education is unable to provide teachers with all the necessary skills they need for their profession. In addition, the transition from education to the workplace has been recognized as a challenging phase in teachers' careers, which has led to an increased focus on supporting teachers during this transition. The aim of this study was to explore novice teachers' experiences on their teacher education and the foundational elements it provides for practicing the teaching profession. The study also examined how the induction phase and related onboarding are perceived by novice primary school teachers. The study involved six novice teachers from the southern region of Finland who had a maximum of two years of experience working as primary school teachers. The research data was collected through thematic interviews with the novice teachers. The analysis of the interview data utilized qualitative content analysis, specifically an inductive approach. The findings of the study indicated that primary school teacher education was experienced as distant from the everyday reality of school work. The role of theory in education was also viewed with ambivalence, and the most valued aspect of the studies was the concrete content directly applicable to teaching. However, teachers did not feel fully prepared for the teaching profession based solely on their studies. The induction phase was experienced as demanding and challenging to one's well-being. The support from the school community was emphasized as a facilitating factor during the transition into the working life. On the other hand, uncertainties regarding the job description were burdensome during the induction phase. Novice teachers had varying experiences with the onboarding process associated with starting their careers. Overall, there was a general desire for more structured onboarding and attention to the selection of mentors. The results highlight the need to develop support systems for teachers during the induction phase.