Browsing by Subject "sanaton vuorovaikutus"

The purpose of this study is to analyse the teacher’s non-verbal communication during the pro-cess of doing handicraft. The research is based on video material and the teacher’s non-verbal communication is approached with two research questions: 1. What kind of body language does the teacher use in the crafts lessons when teaching a small group? 2. What kind of material med-itation does the teacher use to support the communication and how is this carried out? The research material consists of 11 video recorded crafts lessons. This material has been rec-orded as a part of a research called Growing Mind. The group, which was being analysed in the material, consists of four pupils in grade 8. The video material was analysed on three different levels: On the macro, meso, and micro levels. In the analysis on the macro level, situations where the teacher was teaching or instructing the pupils were selected. Altogether 53 situations were found in this category. On the meso level, the non-verbal communication of the teacher was classified based on a kvalitativ content analysis. On the micro level, seven teaching situa-tions out of the 53 were selected for a closer analysis. These situations were analysed from the aspects of both the non-verbal communication and the material communication. Two main results can be presented based on this study. First, based on the analysis of the whole video material, three different non-verbal categories were identified: 1) movements of the teacher’s hands, 2) movements of the teacher’s head, 3) the use of materials/tools. The closer look to the seven teaching situations proved that the teacher uses plenty of tools, models and material to support their verbally expressed message in the crafts lessons. In addition, the movements of their hands were almost always connected with the use of some material or a tool. This research shows that the non-verbal communication of the crafts teacher carries a great sig-nificance for the pupil’s understanding and learning. Therefore, some elements of both the communication between the teacher and the pupil, and the teacher’s instructional communica-tion should be explored in the training of crafts teachers.