Browsing by Subject "luokkahuonevuorovaikutus"
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(2019)Objects. The aim in the thesis is to find out and illustrate what kind of methods does a dialogical teacher exercise in a teaching situation. The thesis considers dialogic teaching in general and focuses more closely on the dialogical methods that a teacher uses. The research question is: What kind of methods does a dialogical teacher use in a teaching situation? The thesis gathers the methods that a dialogical teacher uses in a form that is easy to interpret and where people who are interested in dialogic teaching can get an extensive idea of the subject. The thesis creates a grouping of the methods used by a dialogical teacher that can be used to observe dialogue in teachers’ actions. Methods. The thesis is a descriptive literatute review. The material used was earlier studies about dialogic teaching from which I chose the ones that described the methods of a dialogical teacher. The studies used as data were mostly written in English. Studies that only considered dialogic teaching but didn’t describe the teacher’s actions were left out of the material. Also textbooks were left out of the material because it is hard to find the original writer. I tried to find material in various databases. I mainly used Google Scholar and Helka Finna as my databases. I searched for material with different word combinations in Finnish and in English. Results and Conclusions. In defining a dialogical teacher, it wasn’t important to follow a certain grammar instead more important was the overall dialogic stance towards teaching. The methods that a dialogical teacher uses found from the material can be sorted into five groups: attitudes, thinking, feelings, principles and values. In addition to this the methods that be divided into verbal methods and non-verbal methods. This grouping can be used to observe teachers’ actions in a teaching situation. The results of the research show that defining a dialogical teacher focuses on the methods that a teacher uses and not on the teacher’s persona or his/her permanent qualities.
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(2019)Goal. In the educational field there is a large amount of discussion about teacher’s pedagogical authority and how it is formed. Authority itself has been studied a lot but it is difficult to make a difference between authority in general and pedagogical authority. Teacher’s pedagogical authority and its recognition are seen to play an important role when it comes to controlling students and creating a peaceful atmosphere in the classroom. Defining teacher’s pedagogical authority and the factors affecting it benefit teachers in their work. The main purpose of my research is to find out how teacher’s pedagogical authority is defined and which are the factors teacher’s pedagogical authority is built of. I examine the definitions given to teacher’s pedagogical authority and explain the factors affecting it when it is defined. Method. The method I implemented in this research was a descriptive and more precisely a narrative literature review with the purpose of providing a wide review of the chosen topic and summarising the earlier results found within the same topic. The material I used in this research included both Finnish and English articles, works and researches. An aggregated summary of the results was formed based on the chosen material. Results and conclusions. The results of my study indicate that teacher’s pedagogical authority is a multidimensional concept and it can not be defined unambiguously. Based on the results teacher’s pedagogical authority can be divided into four different types of authority which were social authority, intellectual authority, directional and moral authority, and authority based on using power. The main factors that were seen to affect the development of teacher’s pedagogical authority were a functional interactive relationship between a teacher and a student, teacher’s expertise and experience and teacher’s own personality. The results of this study give an opportunity for teachers to reflect their own pedagogical authority and its development.
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