Browsing by Subject "opettajan rooli"

Lapset ovat sisäisesti motivoituneita leikkimään ja leikki on olennainen osa lapsen monipuolista kehitystä. Leikin lomassa lapsi oppii esimerkiksi sosiaalisia taitoja, itsesäätelyä sekä motorisia ja kognitiivisia taitoja. Taitoja, joita opetellaan ja vahvistetaan myös peruskoulussa. Tämän vuoksi leikin näkyminen peruskoulun opetussuunnitelman perusteissa tuntuu perustellulta – leikkiä kehotetaan hyödyntämään yhtenä opetusmenetelmänä muiden joukossa. Tämän tutkielman tavoitteena oli selvittää aiempien tutkimusten pohjalta, miten leikki sopii osaksi peruskoulun opetusta ja minkälainen rooli opettajalla on koulussa tapahtuvassa leikissä. Tarkoituksena oli löytää vahvistavia perusteluja sille, että leikkiä tosiaan kannattaa hyödyntää opetuksessa. Tämä tutkielma on narratiivinen kirjallisuuskatsaus. Tutkimusaineistona käytettiin aikaisempia tutkimuksia ja artikkeleita peruskouluikäisten leikeistä sekä leikin ja opetuksen yhdistämisestä. Aineisto koostui kymmenestä tutkimusartikkelista. Aineisto analysoitiin teemoittelemalla sen tutkimustulosten mukaan vastaamaan kahteen eri tutkimuskysymykseen. Näiden teemojen pohjalta pohdittiin leikkiä osana opetusta ja opettajan roolia koulussa tapahtuvassa leikissä. Tulokset osoittavat, että leikkiä kannattaa hyödyntää opetuksessa, koska se motivoi oppilaita opiskelemaan ja luo yhteisöllisyyden tunnetta. Lapset kokivat leikkimisen mielekkäänä tapana opiskella ja leikkivät mieluummin muiden kanssa kuin yksin. Opettajan rooli osoittautui monipuoliseksi ja vaihtelevaksi riippuen leikkien tavoitteista. Opettaja saattoi johtaa opetussuunnitelmavetoista leikkiä, tuottaa puitteet opetuksen ja leikin yhdistelmälle tai sallia vapaata leikkiä, jossa korostuu sosiaalisten taitojen harjoittelu. Tärkeimpänä nousi opettajan rooli innostajana ja motivoijana. Opettajan näyttämä malli innostua ja kiinnostua sai oppilaat myös näkyvämmin innostumaan toiminnasta.

Teaching in basic education is based on the national core curriculum. The new core curriculum will be introduced in schools in 2016. This provoke a lot of discussion also among craft teachers. In the new core curriculum instructions encompasses technical- and textile-work contents. The objective of this thesis was to gather craft teachers´ opinions, ideas and views about the new curriculum. The main purpose was to find out the aspects which will cause changes in handicraft lessons. The theoretical section considers different curriculums from craft teachers´ point of view. Teachers and pupils’ roles and the changes in these roles caused by the new curriculum are explored in this section. The increasing meaning of multimateriality, experimentality and innovativeness will be emphasized. In addition the role of creativity will be increased in future. The data were collected from two craft teachers in years 7-9. The topic of the theme-centered interview was the changes stated in the new core curriculum concerning to handicrafts. There were 20 questions defined beforehand to keep the focus on the topic but the questions were tailored during the interviews. The interviews were recorded and transcribed. The data were analysed using a qualitative content analysis. The respondents stated that along with the new curriculum, teacher’s role, pupil´s role, cur-riculum and creativity will be the aspects that define the works in handicraft lessons. The re-sults suggest that teacher´s role will be changed a lot concerning to the works done in the lessons. Pupils will have more decision making power of what they want to do in handicraft lessons which raised concerns among the respondents. The role of the pupil’s is stongly as-sociated with her motivations. Creativity was seen as a challenging issue. The respondents stated that pupils are not able to plan and work without given instructions. New curriculum changes in teaching and it seemed difficult. On the other hand new curriculum were seen in a positive light as it allows pupils design their works in handicraft lessons which may develope creativity. The all-encompassing handicraft stated in the new curriculum which consists of developing ideas, designing and planning products, production and assessment was seen quite challenging to carry out. The findings indicate that the new curriculum causes uncer-tainty, worries and even fear among the craft teachers.

The aim of my literature review is to clarify the language learning concept and to find the theory behind some well-functioning methods. I studied language learning as a social interaction event, relying on the sociocultural approach and the concept of agency. The literature review highlighted the role of the student and the teacher as they acted as active and knowledgeable actors in communal interaction. The purpose was not to measure phenomena, but rather to try to find common ground in practice. With my research question I study what kind of views the sociocultural approach emphasizes in language teaching, what are the terms of agency for learning the language and how can agency be understood as a language learning tool? The sociocultural approach and theory have gained a strong foothold in the study of language learning. According to the situated cognition theory, learning is social, as people learn in interaction with each other. Today, the teacher's role is emphasized as a modifier of the learning environment and as an organizer of collaborative learning opportunities. Language learning is considered important at an early stage of life and I wanted to find out what kind of activities would give children the best possible start for language learning. Agency from the sociocultural point of view can promote new ways of teaching the language. Agency as a language tool introduces a new concept of teaching and learning. As a method in my study I used a systematic literature review, which requires the mutual logic of research sources. According to Kumpulainen (2008, p. 7), the most important research results can be building of common language, the coordination of theories and the concepts, and reconciliation questions based on them to solve the research problems. This was set as a target in the results section of my literature review. The challenge for the school is to build a pedagogical culture, which ensures opportunities for active participation and agency. Understanding the agency as a tool for learning a language promotes new kinds of opportunities for developing language learning methods.