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(2018)Tiivistelmä - Referat - Abstract The purpose of this descriptive literary review is to research what kind of scientific studies has been made about the digitalisation in finnish elementary school at the 2010s. Digitalisation is one of the main topics in finnish elementary school, with great expectations. Use of information and communication technology has increased during consumable decade, and it still is one of the main ambitions in education policy. The digitalisation of the school has advanced rapidly, despite there is not enough scientific research about it's effects to learning. This work has been executed as descriptive literary review. Composing the material was difficult because of the lack of the made studies about the topic. The material includes such studies and scientific articles that discourses about the digitalisation in finnish elementary school during this decade. By this literary review has been perceived that there is not enough scientific studies about the subject. Majority of the made studies has the mainline in different kind of advices, such as iPad, and the (teachers and students) user experience of them. Digitalisation seems to be the keyword what comes to solving the problems of finnish elemenytary school and it's backwardness. Wheter digitalisation has reclaimed it's expectations, or not, has to be maid more research. It was also noticed that with digitalisation there is often used such terms as life-long-learning and learning-to-learn.
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(2017)The aim of the study was to examine individuals’ own experiences and views about the changes that digitalization has brought to work. In addition, the aim of the study was to find out what kind of competence requirements the digitalization of work causes to the employees and what kind of changes will affect to the individual’s competence development. The study was justifiable since digitalization transforms the working life comprehensively and causes changes in many different levels. Digitalization also influences the ways in which work is done and thus reflects on the skills and competences needed in the work. In the study, the phenomenon was studied at the level of individuals since the individual-level perspective of the phenomenon has been studied little. The study was a qualitative study, based on the employees' own experiences. The research data was collected with a semi-structured thematic interview by interviewing five employees. All the interviewees had a master degree, but their fields of study differed from each other. The interviewees worked in different job positions and all interviewees had at least two years work experience after graduation. The starting point for the analysis was the material-based content analysis since the interviewees' own voice wanted to be heard. The study results showed that changes in the work environment were mainly experienced positively, although some negative aspects were faced with the blurring of working hours and IT-problems. The skills needed at work was also felt to change rapidly. The analysis showed that generic skills were strongly raised as a core competence in daily work. The research showed that to respond to the changes brought by digitalization, own competence has to be actively developed. Additionally, the importance of competence development was recognized.
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(2022)Tavoitteet. Tutkimukseni tavoitteena oli selvittää, kuinka digitalisaatio ymmärretään varhais kasvatuksen kontekstissa ja onko käsite yksiselitteinen. Digitalisaatio on digitaalisten laittei den käyttöä ja hyödyntämistä. Varhaiskasvatussuunnitelman perusteissa annetaan tavoitteita digitaalisten laitteiden käytölle ja lapsia pyritään innostamaan toimimaan digitaalisissa ympä ristöissä. Jotta tavoitteisiin päästään on termien oltava selkeitä ja ymmärrettäviä. Viitekehys tutkimukseeni ja sen tarkasteluun tuli Varhaiskasvatussuunnitelman perusteista (2018), sekä digitalisaation määritelmästä. Tutkimuskysymyksiäni olivat, missä yhteydessä digitaalisuus mainitaan varhaiskasvatussuunnitelman perusteissa, sekä miten digitalisaatio sanana ymmär retään valitun kirjallisuuden perusteella. Menetelmät. Tutkimusmenetelmäksi valitsin analyyttisen diskurssianalyysin ja tutkittavaksi termiksi digitalisaatio-sanan. Diskurssianalyysissä lähtökohtana on kieli ja sen eri tulkinnat. Tämä menetelmä tuki omaa tutkimustani, sillä pureuduin digitalisaatio sanan merkitykseen ja sen erilaisiin tulkintoihin lähdeaineiston pohjalta. Keräsin aineistoa poikkitieteellisesti niin tekniikan, talouden, kuin kasvatustieteen alalta. Tulokset ja johtopäätökset. Tutkimukseni johtopäätöksenä on, että digitalisaatio ei ole yksise litteinen termi. Tutkimukseni perusteella digitaalisuutta käsitellään varhaiskasvatussuunnitel man perusteissa vain monilukutaidoista sekä tieto- ja viestintätaidoista puhuttaessa. Tällöin digitalisaatio kytkeytyy vain kommunikointiin ja viestintään. Digitaalitekniikkaa voidaan käyttää ja käytetään varhaiskasvatuksessa laajemmin. Tämän vuoksi teknologiakasvatus voisi tarjota paremman alustan digitalisaation opetuksen ja käsittelyyn varhaiskasvatuksen konteks tissa.
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(2024)Mål. Syftet med avhandlingen är att undersöka användningen av digitala apparater, så som surfplattor, datorer och mobiltelefoner, samt internet i undervisningen och dess inverkan på koncentrationsförmågan och inlärningen. Temat är aktuellt eftersom den snabba digitaliseringen inom undervisningen, försämrade resultat och beroendet till mobiltelefonerna samt temat har också nyligen diskuterats och debatterats i medierna. Tidigare forskning visar en förändring i våra beteenden, behov och förmågor på grund av och tillsammans med vår användning av digitala apparater. Studien diskuterar fördelar och nackdelar med användningen av digitala apparater och internet i undervisningen samt på vilket sätt detta påverkar inlärningen och förmågan att koncentrera sig. Metoder. Avhandlingen är utförd som en beskrivande litteraturöversikt där tolv vetenskapliga artiklar inkluderas i en tematisk analys. Artiklarna har valts ut med en kombination av diverse sökord med syftet att besvara på forskningsfrågorna Resultat och slutsatser. Resultaten visar att teknologi i undervisningen kan bidra till elevers bättre prestation och fokus om integrationen av teknologin sker på ett lyckat, effektivt och korrekt sätt. Flexibilitet, mångsidighet och tillgänglighet utgjorde fördelar med digitaliseringen i undervisningen. Vid misslyckad integration av teknologi, det vill säga utan riktlinjer och engagemang, förorsakade digitala apparater distraktion och koncentrationsproblem. Mångsysslande med digitala apparater och telefoners närvaro hade en negativ inverkan på inlärningen. Slutsatserna innebär därmed att vid en lyckad integration av teknologi i undervisningen kan digitaliseringen bidra positivt till inlärningen.
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(2023)Syftet med denna studie är att undersöka lärarperspektivet på digitalisering inom undervisningen och dess påverkan på studenters inlärning. Tidigare forskning säger att det finns mycket möjligheter samt utmaningar med digitalisering i undervisningen. Studien är en systematisk litteraturstudie där tidigare forskning inom ämnet digitalisering i undervisningen har valts. Möjligheterna var att underlätta lärarnas arbete samt öka möjligheterna för elevernas inlärning. Undervisningen kan göras mer interaktiv och tillgänglig. Utmaningarna var att en del av läraren inte har tillräckligt med stöd och en del av skolorna inte tillräckligt med resurser. Lärare som inte har kunskaper känner sig inte bekväma av att använda digitalisering. Utan de nödvändiga resurserna kan inte digitalisering tillämpas i undervisningen. Fortsatt forskning kunde göras inom vilka digitala verktyg är mest effektiva för undervisningen både från elevens och lärarens perspektiv. Digitalisering är en positiv sak med mycket potential men kräver mycket arbete.
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(2018)Digitalisation is an integral part of our society and is characterized as rapid, pervasive and continuous. Digitization has recently become relevant within early childhood education. The reason for this is the new basics of the plan for early childhood education which to a greater extent than before emphasizes the importance of multi-literacy, digital competence and the utilization of digital tools in early childhood education The purpose of this bachelor’s thesis is to present how digitalization in early childhood education is discussed in contemporary scientific pedagogical research and, consequently, how this pedagogical research on digitization can be applied in the work of early childhood teachers. In this bachelor’s thesis the aim is to answer the question: How is digitalization discussed in the Finnish scientific pedagogical research from 2016 to this day? The study is qualitative in nature and has been executed as a literature study applying a content analysis method. The data consists of four scientifically reviewed articles published in pedagogical scientific journals in 2017 and 2018. The results of this study can shows that (1) the child's right to sense of belonging functions as a central explanation model for the importance of digitization in early childhood education, (2) traditions are important in the contemporary pedagogical scientific discussion on digitalization in early childhood education, and (3) the issue of perspective taking is central to the discussion about digitization in Finnish early childhood education.
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(2022)Denna studies syfte och mål är att ge en bättre förståelse för hur digital problemlösning kan se ut i en finländsk högstadieskola. Studien inriktar sig på de problemsituationer som involve-rar digitala hjälpmedel och verktyg. Då digital problemlösning som del av terminologin inte är vidare utbredd i forskning kring utbildning avhandlas därför relevant forskning om problem-lösning. Genom att skapa en matris utifrån Europakommisionens ramverk DigComp 2.0 samt OECD:s definition av interaktiva och statiska problem identifieras situationer som se-dan tolkas och analyseras utifrån teorin. Denna studie baseras på videomaterial från forskningsprojektet Connected Classrooms Nordic. Projektets data består bland annat av videoinspelningar från lektioner i högstadiesko-lor i de nordiska länderna. Tre lektioner ifrån undervisning i modersmål och fyra lektioner från undervisning i historia från en finländsk högstadieskola ligger som grund för studien. Studien är en kvalitativ fallstudie och har en abduktiv forskningsansats där DigComp 2.0 an-vänds som teoretisk grund för att identifiera digitala problemsituationer. Videomaterialet ana-lyseras och tolkas sedan i en tematisk analys. Elever och lärare deltog i digital problemlösning som uppstod oväntat och oförutsett. De för-sökte lösa problemen kollaborativt med olika goda resultat. De utvalda problemsituationerna visade hur komplexa de digitala problemsituationerna kan vara både för lärare och elever i den breda medieekologi de verkar i. Slutsatsen är att elever och lärare i denna studie deltar i digital problemlösning när oväntade och oförutsedda problemsituationer uppkommer. De görs i stor utsträckning kollaborativt men ostrukturerat. Studien visar även den komplexitet som många digitala verktyg och hjälpmedel bidrar med och vilka stora utmaningar lärare och elever ställs inför.
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(2022)Digital competence and communication competence are basically a democracy issue. We live in a digital society, and therefore digital competence needs to be included as one of the many different things we work with in early childhood education, even for the very youngest. The goal of this research is to find out what digital learning can contain for children under 3 years of age to support language development. The research questions I ask are: How do educators use digital tools to support the child's early language development? What positive / negative effects arise from working with digital tools when it comes to children aged 0–3 years? I chose to do an interview study with a qualitative approach. I interviewed 5 teachers in early childhood education, and have deliberately chosen only teachers who told me that they work or have worked with digital tools in a 0–3 year group, because they probably have a lot of experience as a basis for their reflections. Before the interviews, I gave the teachers preliminary interview questions in order to be able to discuss the topic more comfortably and openly with them. The analysis was carried out as a thematic and inductive content analysis. The results show that digital tools are used to varying degrees according to the needs of the group of children and the knowledge of the staff. Photographs taken by the children themselves were considered to be the method that develops language the most because pictures created by the children themselves motivate the children to talk about them. It was felt that questions about screen time should be included in conversations about the child's plan so that the educators could determine how much digital tools the children can already use and what they need to practice.
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(2021)I dagens läge stöter vi på digital teknologi vart än vi går och för att klara oss i vårt alltmer digitaliserade samhälle behöver vi utveckla digital kompetens. Den digitala teknologin utvecklas hela tiden och för att vi skall ha en chans att hänga med i utvecklingen behöver undervisning om och med digitala verktyg starta på ett tidigt stadie. Grunderna för läroplanen i förskolan föreskriver att förskolan skall främja barns digitala kompetens. Syftet med denna studie är att ta reda på hurudan digital kompetens förskolelärare anser att barn skall få under förskoleåret, hur de i praktiken gör och om de anser att de själva besitter tillräcklig digital kompetens. Mina forskningsfrågor är: 1.Vilken betydelse tillskriver lärarna inom småbarnspedagogik den digitala verksamheten i förskolan? 2.Vilka digitala metoder/verktyg använder lärarna i verksamheten? 3.Hurudan är lärarnas upplevda kompetens inom det digitala området? Studien är en kvalitativ, semi-strukturerad intervjustudie där fyra förskolelärare intervjuades. Tre av de fyra lärare som deltog i intervjuerna var pedagogie kandidater till utbildningen och en var socionom YH. Tre av informanterna var slumpmässigt utvalda och en av informanterna valdes på grund av sin högre ålder och sin långa arbetserfarenhet. Resultatet visar att lärarna i stort sett var väl insatta i vad digital kompetens skall handla om på förskolan. Lite oklarheter om vad som räknas som digitala färdigheter framkom under intervjuerna. Lärarna ansåg sig besitta tillräcklig digital kompetens men intresset för fortbildning är stort. Metoderna och verktygen på de aktuella förskolorna är relativt lika och alla informanter ansåg att digitala färdigheter är viktiga att lära sig under förskoleåret.
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(2023)This theoretically focused bachelor’s thesis aims to illuminate similarities and differences between pedagogical discussion on child agency in context of play-pedagogy and hobbyist discussions of player agency in context of tabletop roleplaying games. This research attempted to construct robust framework of theoretical models and concepts used to examine these topics and bring them together for comparison. What is play? What are tabletop roleplaying games? How are they different from similar phenomena? How are they similar? How does the concept of agency appear within their context? This theoretically focused research found many interesting parallels between the teacher profession and Game Master role, which has seldom been examined in depth in academic writing. Further, many of the game studies theories on pedagogical utility of games are complimentary to Hakkarainen’s narrative learning as it is applied in play-world pedagogy. This researches’ findings should be considered narrowly in context of play world pedagogy and game studies focused on tabletop roleplaying games.
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(2019)Aims. In today’s society immigration and integration are undeniably important topics. Studies have shown that employment plays an important part in how well the immigrants’ integration process will succeed. However previous research has also found that some immigrants are subject to discrimination in work life and to some extent already during the recruitment process. This study aims to focus on the latter. The research done so far on this topic in Finland is relatively scares. By comparing the results of earlier studies this paper aims to fill that gap. Further this paper aims to map to what extent these results can be supported by theories of ethnic hierarchy as well as ethnocentrism. Methods. The material I have chosen to use for the analysis is six researches done in Finland. I have chosen to use research that is done after 2002. As a method I use descriptive literature review. Results and conclusions. The studies analyzed in this paper mutually conclude that discrimination has taken place during the recruitment process in Finland. In the recruitment situations, discrimination was often demonstrated by the fact that immigrants were not offered the same opportunities as the native applicants. Further, they were also less encouraged to look for work. Results, where Finns' attitudes were not particularly tolerant of receiving job-seeking immigrants to Finland, also appeared. These results were also supported by the immigrants' own experience, where they said that they had experienced discrimination in recruitment in Finland.
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(2020)Tavoitteet. Tässä tutkimuksessa tarkastellaan sukupuolistereotypioiden ilmenemistä ja purkamista analysoimalla Disneyn Frozen – Huurteinen seikkailu -kirjaa. Tutkimuksessa selvitän keinoja, joilla Frozen pyrkii purkamaan sukupuolistereotypioita, mutta samalla tarkastelen sitä, millaisia sukupuolistereotypioita kirjassa esiintyy. Tutkimuskysymykset ovat seuraavat: 1. Millaisia sukupuolistereotypioita Frozenissa esiintyy? 2. Miten Frozen pyrkii purkamaan sukupuolistereotypioita? Menetelmät. Tutkimusmenetelmänä käytän kvalitatiivisia eli laadullisia menetelmiä. Pohjustan tutkimustani laajalla teoriaosuudella, joka avaa tutkimuksen kannalta olennaisia ja tärkeitä käsitteitä. Analysoitavana aineistona toimii Disneyn (2013) Frozen – Huurteinen seikkailu -kirja. Analyysissä käytin teoriaohjaavaa sisällönanalyysiä, koska teoria toimi olennaisena ohjaavana tekijänä aineistoa analysoidessani. Sisällönanalyysi myös tarjosi mahdollisuuden esittää tutkimustulokset selkeässä ja tiiviissä muodossa. Tulokset ja johtopäätökset. Tutkimustulokset nostivat esiin, että Frozenissa ilmenee myös sukupuolistereotypioita, kuten naisen heikompi asema miehiin nähden ja miehen näkeminen pelastavana toimijana. Frozen kuitenkin myös pyrkii purkamaan sukupuolistereotypioita usein keinoin. Nainen esimerkiksi nähdään vasten sukupuolistereotypioita aktiivisena toimijana ja kirjan hahmoilla ilmenee sekä maskuliinisia että feminiinisiä piirteitä. Kirja sisältää siis sukupuolistereotypioita purkavia aineksia, mutta myös jäänteitä vanhoista sukupuolistereotypioista.
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(2020)Tavoitteet: Tutkimuksen tavoite oli tutustua Disneystä tehtyyn tutkimukseen ja selvittää mitä aiheita on tutkittu. Esihaku ja oma mielenkiinto rajasivat aiheen Disney-prinsessoihin ja sukupuoleen. Tässä tutkimuksessa tarkastellaan Disney-prinsessojen antamaa naiskuvaa ja sen vaikutuksia tyttöihin. Sukupuolelle sopivien käytösmallien kehittymistä tarkastellaan Busseyn ja Banduran (1999) sosiaaliskognitiivisen teorian avulla. Teorian keskeisin sisältö on sosiaalisen ympäristön vaikutuksissa lapsen käsitykseen sukupuolistereotypioista ja hyväksytystä käytöksestä kullekin sukupuolelle. Disney-prinsessat ovat osa lapsen ympäristöä ja tuovat yhden näkökulman, jota lapsi vertaa muihin saamiinsa malleihin. Menetelmät: Tutkimuksen aluksi on tehty esihaku, joka rajasi aihetta, rakensi aineiston sisäänottokriteerit ja toimi hakusanojen testinä. Tutkimuksessa käsitellään kahdeksaa artikkelia, joista kaksi tarkastelee Disney-prinsessojen elokuvia ja niissä ilmenevää käytöstä ja kuusi tarkastelee lapsien kokemusmaailmaa Disney-prinsessojen ympärillä. Tutkimus on toteutettu systemaattisena kirjallisuuskatsauksena, jossa on aineistolähtöisen analyysin piirteitä. Tulokset ja johtopäätökset: Disney-prinsessojen feminiinisyys naiskuvan hallitsevana piirteenä oli vähentynyt verrattaessa vanhempia leffoja uudempiin. Lapset eivät kyseenalaistaneet prinsessojen naiskuvaa. Prinsessan tärkeimmäksi ominaisuudeksi lapset nostivat hänen kauneutensa ja se oli syy, miksi he halusivat olla kuin suosikkiprinsessansa. Lapset osasivat kuitenkin erottaa, ettei yhtä laiha ihminen kuin elokuvan prinsessa näyttäisi normaalille oikeassa elämässä. Kauneuden lisäksi lapset toivoivat itselleen prinsessan onnellista loppua, johon sisältyi yleensä naimisiinmeno prinssin kanssa.
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(2016)Aims Previous studies have shown that post-traumatic stress disorder (PTSD), borderline personality disorder (BPD) and schizophrenia resemble dissociative identity disorder (DID). Although symptoms in these disorders are similar, their treatment is not, which makes it important to reach for a correct diagnosis. The aim of this review is to clarify differential diagnosis in DID in relation to PTSD, BPD and schizophrenia and find features that are present exclusively in DID. Methods and Results The review included 17 scientific articles. DID-groups had more and more severe symptoms, especially concerning dissociation. Also, the ability to function in everyday life was better in DID-patients. Overall, they had more unusual perceptional experiences, positive and borderline symptoms than PTSD-groups, more amnesia, other psychiatric diagnoses and different kind of usage of defences than within BPD-patients, and more positive symptoms than schizophrenics, differing particularly in the quality of auditory hallucinations. On the other hand, BPD-groups had more borderline personality features whereas schizophrenics were more delusional than DID-patients. Discussion The review was not able to identify any factors that would account exclusively for DID, but the amount of dissociation and severity of symptoms were found as concurrent factors that help to differentiate DID from PTSD, BPD and schizophrenia. However, there are also many subtle differences between specific examined disorders and DID, which have to be taken into consideration. Useful methods in differential diagnosis are structured clinical interviews based on DSM-5, measures of dissociation and observations by significant others. Problems relating to the research of DID will be discussed.
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(2021)Mål. Covid-19 pandemin tvingade majoriteten av alla organisationer att övergå till distansarbete. Och redan innan den finska regeringen tog beslutet om undantagstillståndet ökade distansarbete i Finland med över 70 %. Den sociala arbetsmiljön i en organisation är viktig för att organisationens arbete ska lyckas och för att mål ska uppnås. En viktig frågeställning är om organisationerna har lyckats bibehålla den sociala arbetsmiljön på samma sätt som i den traditionella arbetsmiljön. I denna avhandling undersöker jag hur den sociala arbetsmiljön har påverkats i ett fallföretag och hur man vidare kunde främja den sociala arbetsmiljön om det finns behov för det. Metoder. I denna avhandling används en kvalitativ forskningsstrategi i formen av en fallstudie. Fyra personer har intervjuats genom semistrukturerade intervjuer. Resultat och slutsatser. Avhandlingens resultat visar att det finns både för- och nackdelar med distansarbete, men då det kommer till den sociala arbetsmiljön är det främst nackdelar som kommer upp. Fördelarna är mera flexibel arbetstid samt balans mellan arbete och fritid, bättre koncentration vilket i sin tur leder till högre produktivitet, mindre övervakning av arbetstagaren vilket leder till större ansvar åt hen samt tillgång till specialkompetens genom virtuella team. Nackdelar som kan förekomma är kommunikationsproblem, överflöd av information, arbetsplatsisolering, störningsmoment av olika slag, brist på mänsklig kontakt och det sociala stödet, sämre hälsovanor samt svårigheter för ledare att organisera arbetet via digitala kanaler. Man kunde vidare främja den sociala arbetsmiljön under distansarbete genom att ordna utbildning i digitalt ledarskap, fokusera på meta-kommunikation via digitala kanaler, från företagets sida se till att arbetstagarna har likadana förutsättningar för distansarbete och slutligen att ha ett fungerande system för att följa upp arbetstiden.
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(2021)Mål. Syftet med denna avhandling är att undersöka distribuerat ledarskap i skolor som lärande orga-nisationer och mer specifikt hurdan syn rektorer har på distribuerat ledarskap och hur distribuerat le-darskap påverkar lärare. Teoridelen baserar sig på för denna avhandling relevanta begrepp och teo-rier, vilket i detta fall är lärande organisationer, skolor som lärande organisationer och distribuerat ledarskap. Dessutom kommer skillnader mellan delat och distribuerat ledarskap att presenteras och distribuerat ledarskap i förhållande till aktivitetsteorin diskuteras. Med stöd från det teoretiska ram-verket undersöks rektorers syn på distribuerat ledarskap och hurdan inverkan distribuerat ledarskap har på lärare och deras arbete. Metoder. Studien utfördes som en beskrivande litteraturstudie med en narrativ infallsvinkel och målet var att skapa en omfattande bild av det ämne som studerades. Materialet för analysdelen bestod av tio vetenskapliga artiklar som valts genom systematiska sökningar i databaser med hjälp av kontrollerade sökord. Resultat och slutsatser. Resultaten visade att rektorer såg på distribuerat ledarskap som endera delegering av förhandsbestämda uppgifter eller som något som sker i interaktion mellan ledare, följare och de situationer de interagerar i. Rektorer upplevde också att distribuerat ledarskap kan föra med sig en del utmaningar så som motstånd från lärare och svårigheter att hitta lämpliga ledare. Överlag verkade rektorer ha en positiv inställning till distribuerat ledarskap och föredrog att distribuera sitt ledarskap. Resultaten tydde även på att distribuerat ledarskap har en positiv inverkan på en rad olika faktorer som är väsentliga för hur bra lärare trivs med sitt arbete. Distribuerat ledarskap hade en positiv inverkan på bland annat lärares arbetstillfredsställelse, organisatoriska engagemang, professionella lärande och affektiva engagemang.
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(2016)This bachelor’s thesis focused on exploring doctoral students’ conceptions of doctoral education and dissertation process particularly in respect of personal meaning making. The aim of the study was to understand the doctoral journey as a personal matter and ponder researcher development in terms of not only how or what but also and especially in terms of why. At the moment there are more doctors graduating from Finnish universities than ever before and doctoral education is at least partly desirable due to the recognition and qualification entailed. However, the future prospects both in academia and employment market are uncertain and as the demands and confusion constantly present in the doctoral process is acknowledged, there must be a deeper purpose for pursuing doctorate. Hence, the aim of this study was to understand why are the doctoral students taking post-graduate studies, what does the doctoral education mean to them personally, what are they hoping to achieve and how they go about developing over time? This study relied on qualitative methods and the data was collected using semi-structured interview. The sample consisted of five interviews; two of the interviewees were doctoral students of social work and three of educational sciences majoring in general and adult education. My aim was to describe the doctoral education as a personal journey of a doctoral student and determine the meaning making inherent to the process by means of narrative approach and actantial analysis. Based on the interviews, five illustrative stories were constructed and then analysed with the help of actantial model. The results suggested that doctoral students do not only make value judgements about doctoral education as a process, product or both, but instead the meanings given for the doctorate are even more deeper and very personal. The study reveals that in order to protect the well-being of doctoral students and the production of high-quality research it is essential to pay attention both in terms of supervision and in general to doctoral students’ reasons behind their aspiration for doctoral studies and nurture students’ personal meaning-making inherent to the dissertation process.
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(2016)Aims. The purpose of the study was to examine the experiences of three primary school teachers of Viikki Teacher Training School in using and putting into practice design-oriented pedagogy. The study investigates why the teachers use design-oriented pedagogy, what is it best for and what similarities it has with the National Core Curriculum 2014. The study com-pares prior knowledge with the experiences of the teachers and the curriculum. The topic is current, since the new curricula has set a goal of arranging a multidisciplinary learning mod-ule once a year. Methods. The research approach was a qualitative case study in Viikki Teacher Training School. The results were obtained by thematically interviewing three primary school teach-ers who use design-oriented pedagogy in their own teaching. The interviews were tran-scribed and analyzed using theory-based content analysis. Results and conclusions. The teachers used design-oriented pedagogy to carry out various projects with current topics a couple times a year. In their opinion design-oriented pedagogy improves many skills of learning and use of different work methods. Especially improve oneself as a learner, working together, interaction and data acquisition stand up amongst the skills benefited. The role of the teacher was to enable learning by offering support and resources. The objective of design-oriented pedagogy is to develop the skills of the students which are needed to act in the society of the future. According to the teachers, this will manifest in deeper understanding of knowledge, use of various sources and benefiting technological platforms. The students were the focus of learning, but that learning took place based on the curriculum.
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(2017)Goal. In August 2016 the new national curriculum in Finland was set, where drama as a teaching method was emphasized. Therefore, I was inquisitive of what it takes from teacher to teach drama. Using drama as a teaching method can scare teachers or to become shallow, if they don’t know what they are expected. In this research the purpose is to describe different roles the drama teacher needs to handle to provide high-quality drama teaching. Method. In this research was utilized narrative literature review as a method. The material consisted three books of drama education from three great drama education researcher and developer; Hannu Heikkinen, Tapio Toivanen and Jonathan Neelands. Skills and knowledge that were found from the material was themed and codified into eight different roles which were described as general summary. Results and conclusion. The outcome is that drama teacher has to manage eight different roles, manager, educator, learning producer, organizer, community builder, specialist, artist and questioner. As a manager were emphasized the skills of group managing, as an educator teacher’s role in an education institute and as an organizer how the lesson was organized. As a learning producer teacher activated pupils and guided them to study and to learn in the world of drama. As a community builder teacher built safe and supportive learning atmosphere among group. As a specialist teacher could develop himself and justify his actions as a drama teacher. As an artist teacher was required to use his imagination and to have the courage to act in roles. As a questioner teacher improved pupils thinking by asking questions from them. When teacher knows, what drama requires, it becomes easier to start using it as a teaching method. In my opinion there is much similarities between roles of drama teaching and what is required from class teacher. When teacher knows all the dimensions of his work, he can improve his teaching also on other lessons outside drama classes.
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(2016)This bachelor thesis reviews drama education and possibilities to use drama education in the school environment. The thesis is influenced by the international effort to provide equal possi-bility to common primary school for everyone, so that the support needed by the pupil can be arranged as far as possible in connection with the mainstream, which brings to the schools in-creased interaction between all the students and the teacher. The background work has been af-fected by the new basic education curriculum introduced in 2016 which highlights both the ne-cessity and topicality of drama education as well as the inclusive aspiration to offer a common school for all, as defined in the Basic Education Act. The main argument of the thesis is the question, whether or not drawing attention to the inter-action between the students, could prevent pupils with special needs from falling out of the school system, and further on from social isolation. The aim of this study is to determine if the drama education can increase the interaction between the students and develop their interper-sonal skills. Attention is drawn especially to those pupils who have high risk of social exclusion. The method is a systematic review of the literature. In the theoretical part as the concept of drama education is defined broadly and interaction is defined narrowly. The theoretical part al-so clarifies the current status of special needs education as well as integration and inclusion ef-forts and concepts. Studies, books and articles about drama education, special education and in-teraction in studies have been used as material of the theoretical frame. In the theory part there is drama education is determined extensively and interaction is deter-mined briefly. In the theory part there is clarifyed how the special education is now and which are the aims of the integration and inclusion. In the theory framework Key results show that the drama potential way of working are diverse and wide. Interaction, embodiment and learner-oriented approach are in the center of drama education. The results of this study show that drama is a joyful way of working. Role-taking can be used in classrooms to bring in excitement, emotion, fun and interaction between people. Science learning is approached by experience and study becomes a holistic experience. Also positive development in psychological well-being has been found as a result of using drama education. Based on this Bachelor's thesis it is not possible to draw direct conclusions about a connection between development of drama and communication skills, but the use of drama education working in the school environment is increasing the amount of interaction at school, and thus it is increasing the interaction skills of pupils of drama education. Drama education can also have a significant positive impact on learning outcomes.
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