Browsing by Subject "opetuksellinen jatkumo"
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(2016)Tiedekunta - Fakultet - Faculty Behavioural Sciences Laitos - Institution - Department Teacher Education Tekijä - Författare - Author Tanja Pihlajamäki Työn nimi - Arbetets titel Esi- ja alkuopettajien välinen yhteistyö opetuksellisen jatkumon näkökulmasta Title Pre-school and primary school teachers` mutual cooperation from educational continuity viewpoint Oppiaine - Läroämne - Subject Education Työn laji/ Ohjaaja - Arbetets art/Handledare - Level/Instructor Bachelor`s Thesis / Helena Hällström Aika - Datum - Month and year 05 / 2016 Sivumäärä - Sidoantal - Number of pages 47 pp. + 3 appendices Tiivistelmä - Referat - Abstract Previous research shows that pre-school and primary school teachers` mutual cooperation supports educational continuity and it is important to take noticed when we are thinking child`s transition stage from pre-school to primary school. The main purpose of this study was to describe, analyse and interpret, what is educational continuity and what it means in child`s transition to school. Especially the aim was to find out pre-school and primary school teachers` mutual cooperation from educational continuity viewpoint. With this study will strive to find out what is the meaning of educational continuity in transition to school, how pre-school and primary school teachers will support that with mutual cooperation and what kind of effects there are for educational continuity. This was shown by pre-school teachers` viewpoint. This study was conducted as a qualitative research. The research material was collected by using a theme interview. In this study, three kindergarten teachers were interviewed and they all worked in pre-school group at the metropolitan area. The research material was analysed by using a content analysis. Educational continuity was seen as an important and it meant continuity from pre-school to primary school. In educational continuity child will notice as an individual and there are also noticed pre-school and primary school activity cultures. Meaning of educational continuity was shown in the aims in transition stage and supporting these aims. Educational continuity is experienced as a significant in transition stage from pre-school to primary school. Cooperation carried out between pre-school and primary school teachers with mutual discussions and meetings. It was important to plan cooperation, so it would be goal-directed. Cooperation also happened with pre-school and primary school children`s mutual events and activities. The aim of teachers` mutual cooperation was to support child`s transition from pre-school to primary school. There were consequences by own work in pre-school and mutual cooperation in child`s transition. The purpose was to relieve going to school and giving the readiness skills for child. In the future could find out, how educational continuity will be noticed and supported by primary school teachers. Avainsanat - Nyckelord esiopetus, alkuopetus, opetuksellinen jatkumo, yhteistyö, siirtymä, opettaja Keywords pre-school, primary school, educational continuity, cooperation, transition, teacher Säilytyspaikka - Förvaringsställe - Where deposited City Centre Campus Library/Behavioural Sciences/Minerva Muita tietoja - Övriga uppgifter - Additional information
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(2017)Objective of this study was to research cooperation between pre-school and primary education in first year class. In my research, I focused to find out different forms of cooperation between teachers at pre-school and primary education as well as the benefits and challenges of this cooperation. My thesis was that this style of cooperation exists and happens on a regular basis, but it is limited to selective school subjects and joint projects. My interest into the cooperation of pre-school and primary education level teachers comes for my working experience in the field of education. I realized that there were major differences in the quality and volume of cooperation, even inside the municipality. Multiple studies (Forss-Pennanen 2006; Poikonen 2003) support my observations that the cooperation between pre-school and primary education varies both in content as well as its extent. This research focused on obtaining information about practical cooperation in everyday life of pre-school and primary education. The research also aims to increase consciousness regarding the importance of said cooperation. It is my understanding that a well-planned and close cooperation supports growth, development and learning of individuals. My research was qualitative case study. Research material was gathered using partially structured theme interviews. For my research, I interviewed three persons who are working in schools and responsible for cooperation between pre-school and primary education. Research material was analysed based on data-driven content analysis. The cooperation between pre-school and primary education can be considered materially important particularly in the pivotal phase where children move from pre-school to primary education. Supporting learning process and growth was easier when primary level teachers knew their student already based on year of pre-school. Teachers could utilize their professional skills better by ability grouping their teaching based on different skill levels. Early integration to school community increased the students team spirit and cooperation skills. Familiarity with the teacher and facilities made it easier for the students to get started with their primary education. A close cooperation between pre-school and primary education teachers enabled planning for activities and support of students in a flexible and consisted way. Support of the principal as enabler of this cooperation and educational consistency, which took place in pivotal phase was identified as the key phenomenon of this research.
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