Browsing by Subject "opettajan toiminnan vaikutus"

Goals. The aim of this study was to review, describe and analyze, based on the research material, the teacher's actions that are considered to affect the class group dynamics. Group dynamics is interaction and internal forces within a group (Lewin, 1951). It is also continuous chance in group situations and internal relationships systems (Rovio & Saaranen-Kauppinen 2009). In this study groups are reviewed in the context of school and especially focusing on the teacher's significance in the chance of group dynamics. The effect of the teacher on group processes has for long been known and this phenomenon has been called the "invisible hand", but the proof of these processes is still rare (Farmer, McAucliffe Lines & Hamm 2011). This topic is important because learning in a group is a growing practice in schools according to national core curriculum and the coordination of class dynamics is barely covered in teacher education. Methods. This study was carried out according to the systematic literature review, the purpose of which is to map previously conducted research on the subject and summarize the key insights. The research material was collected by discretionary sampling and by researching existing articles. The targets of the search were researches covering the factors affecting school group dynamics including the perspective of the teacher's actions and that were published during the last decade in English. Eight international studies matching the search criteria were chosen as the research material. The material has been analyzed using material-based content analysis. Conclusion. The results of the study show that the teacher's actions are considered to affect the class dynamics by molding the pupils' relationships systems and affecting the aggressive and prosocial behavior. Group dynamics was seen to be affected by the teacher's affection for students, the emotional support and strategies to control class dynamics. These habits can be divided into conscious and subconscious actions. Based on the results it is safe to say that there are many actions to contribute to the group dynamics the teachers should be aware of.