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Browsing by Subject "tutkiva opettajuus"

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  • Lapsen luovan toimijuuden tukeminen varhaiskasvatuksessa sävellysprosessin aikana 
    Österman, Helmi (2020)
    The aim of this study is to explore a composing process as a way to support children’s creative agency in Early Childhood Education (ECE) settings. The research assignment is to describe, theorize and analyze a composing process in ECE. The research questions are to find out how does the composing process appear in ECE and what factors in the teachers action support children’s creative agency. Based on earlier research, creative and musical activities enhance children’s over all growth, development and learning. The role of teachers is seen important when supporting children’s creative agency. Creative agency as a concept is still new, and earlier studies have raised a need to develop creative and musical activities in ECE. New research and methods are needed to develop abilities to support children’s creative agency. This teacher inquiry was implemented as a qualitative action research, in a group of 5-6-years old children, in an ECE center in Helsinki. Children participated in eight composing workshops that were recorded. The data consisted of seven recordings with 12 children participating in a composing process. The data was analysed as theory-driven content analyzes. The findings of this study show that a composing process can be seen as collaborative practice, where encouraging atmosphere and observing children’s initiatives are key elements. The factors that support children’s creative agency in the teachers action can be divided in two: factors concerning the interaction between the teacher and the children and factors concerning the planning, implementation and evaluation of the activities. Creative agency can be supported by breaking the authority between teacher and children and by planning and changing the activities based on children’s needs and hopes. Based on these results, teachers can support children’s creative agency with they’re own action and a composing process is one possibility to do so.
  • Opeta toisin! : kotitalousopettajaopiskelijat tutkijoina 
    Purolinna, Ronja (2021)
    The study examines the subject didactic development reports produced as the final work of the course ’Teacher as a researcher’ which is part of home economics teacher’s pedagogical studies. These reports have not previously been analyzed as research data. The aim of the study was to find out what content areas and learning theories students use in their teaching experiments. The aim was also look at how the comprehensive learning goals, stated in the National curriculum are manifested in teaching experiments. Thus, this study examines the directions in which students are taking the subject-didactic development work. The scientific literature of the study relies on research-based teacher education and comprehensive learning goals as part of the National curriculum. The data includes 66 development reports prepared in 2013-2020. The reports were analyzed using qualitative content analysis. The learning theories applied in the teaching experiments were analyzed as based on the framework summarizing these theories. The emphasis on the various content areas of home economics was searched for on the teaching methods used and for on the topics selected. These contents were again further processed into a table format. The comprehensive approach (based on the curriculum) in the experiment was searched by using three-step criteria. One report per content area per year was evaluated for further examination. According to the study, the content area of ‘Food competence and food culture’ proved to be the most used. The content area of ‘Consumer and financial expertise’ proved to be the second most popular and the area ‘Living together’ the least utilized. Students reflected little influence on the choice of content areas, as teaching experiments were mainly conducted at the same time as teaching practice. Learning theories that emphasized interactive learning proved to be popular. Comprehensiveness was manifested primarily through fulfillment of comprehensive goals and the selection of thematic contents that support the formation of a broader understanding. The usefulness of the course ’Teacher as a researcher’ leans strongly in experimentation of new methods and the use of digital technology in teaching. Such skills have been proven necessary as the COVID-19 pandemic has changed teaching practices in schools.

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