25,459 research outputs found
Exploring the relationships of people with an intellectual disability and their support staff: To what extent is rapport a useful and measurable concept?
Background Research interest in exploring the quality of relationships 'rapport' between people with an intellectual disability (ID) and those that support them is slowly expanding. People with ID, particularly those that present a challenge to others, are more likely to experience abuse; consequently they have been the subject of many service scandals. People with little or no verbal language are likely to struggle to tell others that relationships with staff or family carers have deteriorated to the point of becoming abusive.
The limited research available indicates that rapport with staff is associated with reductions in behaviour described as challenging, particularly when the behaviour serves a demand avoidance function.
Despite some suggestions of how people with ID and limited language, may show that the relationship with carers is of a good quality there was no observational method of obtaining this information.
Method A systematic review was conducted and literature used to design an observational method of rapport measurement, the IRM. Participants with ID were filmed in the presence of SP. Alongside the filmed observations staff completed the Staff Rating of Other Staff, Staff Self- Rating of Rapport and took part in Preference Testing Sessions (McLaughlin and Carr, 2005). Filmed material was analysed using the IRM. The IRM was subsequently developed into the easier to use Rapport Rating Scale (RRS). The RRS and measures used in the original IRM study were piloted by clinicians and reviewed in focus groups over an 8 month period.
Results Literature searches found that there is very little research that has directly examined rapport between people with intellectual disabilities and staff or unpaid carers. Consequently concepts similar to rapport were examined and identified some material useful to the development of the IRM. Most concepts asserted that it is possible to see observable changes in participants with ID when rapport with staff or unpaid carers is developed.
The IRM study showed, higher average IRM scores for the SP in the good rapport groups when compared to each of the McLaughlin and Carr (2005) measures. Analysis of the easier to use RRS indicated that professionals and trainees, were able to use the RRS to discriminate between good, neutral or poor rapport towards carers
Conclusions Using rapport measures in clinical practice, suggests that clinicians supporting people with ID were able to use rapport measurement tools successfully. For a number of clinicians the content of the Positive Behaviour Support plan was altered or enhanced through the rapport information collected during assessment. There are implications of understanding and the ability to measure rapport between people with ID and staff, on, clinical practice, staff training, service development and the wider policy agenda
Measuring outcomes from a peer-led social communication skills intervention for adults following acquired brain injury
Background: Reduced social competence and social integration following acquired brain injury (ABI) is well-documented. There is evidence that group social communication interventions for people with ABI and training for neuro-typical communication partners can be more effective than training the person with ABI alone. This study explores the effectiveness of a peer-led group intervention based on claims that peer models are a more powerful mechanism for learning and behaviour change than interventions led by a clinician. A peer-led training model for social communication has not previously been tested in ABI. Method: Twenty-four participants with severe ABI were recruited from a residential post-acute neurorehabilitation centre. An experimental parallel group design was used to compare a peer-led group intervention to a social activity group (usual care). A pilot study tested the feasibility of the approach followed by a main study. The groups ran for 8 weeks. A peer facilitator was trained in sixteen individual sessions over 4 weeks with a clinician. Behaviour was measured twice at baseline, after intervention and at maintenance. Four primary outcome measures, including the Adapted Measure of Participation in Conversation (MPC), and a newly devised measure of conversational interaction evaluated change in group communication behaviours. Results: Groups did not differ in baseline behaviour. There were significant differences in the treated group on the MPC and the measure of conversational interaction post-intervention. The treated group showed a more balanced interaction post-intervention and at follow-up. However, outcome measures showed differential sensitivity. Conclusion: There is preliminary evidence of advantage for peer-led groups in ABI intervention. The new conversational measure shows promise as a method to detect change in group communication behaviour
Tackling Talk Through Action Learning
Tackling Talk Through Action Learning was a collaborative project involving teachers in both metropolitan and rural independent schools in Western Australia and a team of researchers from Edith Cowan University. The research was sponsored by the Association of Independent Schools of WA (AISWA) through its literacy funding. The teachers who volunteered to be involved in the project were guided in their investigation of the teaching and assessment of oral language based on an understanding of their students\u27 oral language needs in the broader community. The teachers investigated how language is IJSed in their local area and what communication skills their students would need to participate successfully within their communities in the future. Following this investigation, teachers designed teaching and assessment strategies to meet their students\u27 specific oral language needs and implemented these strategies
Teachers as action researchers: Some reflections on what it takes
Towards the end of 2006, a group of secondary and primary teachers, in collaboration with university researchers based at the University of Waikato, began a two-year journey where they researched their own practice as teachers of literature in multicultural classrooms in Auckland, New Zealand. This presentation briefly outlines the Teaching and Learning Research Initiative (TLRI), which initially provided a vision of teachers, working in partnership with university researchers, researching their own practice with the aim of enhancing the practice of the teaching profession as a whole. Through the eyes of one of the university-based researchers, but drawing on the experiences of four of the teacher participants, this presentation reflects on factors that had a bearing on the successful (or otherwise) induction of these teachers as teacher-researchers in their own right
Coordinating talk and practical action: The case of hair salon service assessments
This paper investigates how talk and practical action are coordinated during one type of activity involving professional communication: the service-Âassessment sequence in hair salons. During this activity, a practical inspection of the haircut must be coupled with sequentially produced verbal acts. Our analysis of four examples reveals that there is no fixed relationship between the organization of talk and practical action. Instead, people manipulate this relationship on a moment-by-moment basis, often coordinating the two into a single, integral package, or relying on one stream of action to achieve progress in the other. These findings imply that some multimodal activities that are brought into alignment may have their own, separate and independent procedural logic and sequencing patterns and that these can be brought into play to create or deal with constraints in each other
Singing in Action : An inquiry into the creative working processes and practices of classical and contemporary vocal improvisation
This dissertation explores performative perspectives on classical and contemporary vocal improvisation (CCVI) as a critical, creative tool for development of and research in vocal performance. It consists of one introductory part and five articles, with additional documentation on a homepage. The artistic projects have been performed in close collaboration with fellow classically trained singers and musicians. The practice of CCVI is contextualised in relation to vocal history, opera, improvisation practice(s) and research in vocal performance. The artistic methods of opera improvisation, lyrical improvisation and CCVI without words are described in text and video. The studies performed also investigate how theoretical concepts such as performativity, action and interperformativity can be used for articulating aspects of communication, creativity and knowledge in CCVI. Central to the thesis is a suggested model for analysing performativity in three dimensions: the structural, the symbolic and the individual. Performative aspects of the singerâs subject positions as a vocal and instrumental persona in a classical vocal concert approach and an opera performance approach are articulated and problematised in the artistic practice. New artistic performance concepts and projects are presented. CCVI is used as a creative artistic tool for singers in critical dialogue with classical vocal performance tradition: deconstructing methods of portraying gender and power in operatic performance; opera improvisation with symphonic orchestra; composed and improvised opera with choirs; abstract improvisation in dialogue with visual art; improvisation with poetry and electronics and deconstructing Lied performance in dialogue with light design. An interview study focusing on the experiences and perspectives of the improvisers indicate that presence, relations to one another in the ensemble, relations to the emerging material, and the creation of common agreements and structures are central in CCVI. Three analytical models focusing on interaction in CCVI are presented: action analysis in improvisation, the Interplay Analysis Model and the use of the concept musico-performative tropes. It is suggested that improvisers in CCVI create music, text and dramatic content as vocal and musical actions by the intuitive use of musical and performative tropes in an interperformative play with the performance context as well as the classical singing tradition
Teachersâ emotions and beliefs : intertwined with teachersâ support for studentsâ psychological needs
This dissertation aimed to investigate the significance of and the associations between teachersâ support for autonomy, competence, and relatedness as well as teachersâ emotions and beliefs in the classroom. To my knowledge, there is a lack of empirical research that simultaneously investigates the essence of and the relationship between these variables. Specifically, my doctoral work aimed to deepen the understanding of teachersâ emotional experience, emotion regulation, emotion expression, support for autonomy, competence, and relatedness, controlling teaching, and teachersâ beliefs, both theoretically and empirically; to develop valid methods for systematic analysis of these variables; and to provide educational implications for the fostering of teachersâ positive beliefs and emotions as well as effective teaching to support studentsâ psychological needs. This dissertation comprises three studies to achieve these aims.
In Study I, the aim was to investigate teachersâ emotion regulation strategies and relate them to studentsâ perceptions of their teachersâ emotions, using studentsâ surveys and teachersâ interviews. Four teachers and 53 students in Grades 7 to 9 in an international lower-secondary school in Finland participated in this study. All students completed surveys eliciting their perceptions of their teachersâ emotions during teaching. After the students were surveyed, each teacher participated in a semi-structured interview concerning their emotional experiences and emotion regulation strategies when teaching a particular class. The frequency of display of teachersâ emotions during teaching, as perceived by the students, was then calculated. Based on Grossâs process model of emotion regulation, a deductive template approach was employed to frame the analysis of the interviews. The results suggested that antecedent-focused emotion regulation might be more desirable than response-focused emotion regulation. In particular, reappraisal appeared more effective than suppression in increasing the expression of positive emotions and reducing the expression of negative emotions. Additionally, the findings suggested that a strategy of suppression should be discouraged, given that it may decrease positive-emotion expression and increase negative-emotion expression, and may hinder the development of positive teacher-student relationships in a cyclic process. Finally, this study indicated that teachersâ beliefs play an important role in teachersâ interpretation of challenges and their employment of emotion regulation strategies. This study also deepened our understanding of teachersâ emotions and provided a solid foundation for Study II.
In Study II, the aim was to explore teachersâ beliefs and emotion expression via semi-structured interviews with teachers and to discuss the findings in relation to Self-Determination Theory, which addresses teachersâ support for autonomy, competence, and relatedness. The participants were comprised of six teachers in Grades 7 and 9 from a multicultural school in Finland. Each teacher participated in a semi-structured interview concerning emotional experience and emotion expression when teaching a particular class. Teachersâ emotion expression was coded using deductive thematic analysis, in which an analytical scheme was developed a priori based on the theoretical constructs from a systematic literature review. Teachersâ beliefs were inferred from teachersâ accounts of their emotional and teaching experiences and were coded by combining deductive and inductive thematic analysis. This study found that teachersâ beliefs about their roles as educators, carers, and providers of reassurance reflected the importance of expressing clear expectations, caring for students, and considering studentsâ perspectives and feelings. Teachersâ beliefs about equality between teachers and students appeared to be connected with trust in students and encouragement of their self-initiation. Teachersâ beliefs about closeness to students reflected the importance of caring for students. Teachersâ expression of negative emotions by discussing the problem with students conveyed explanatory rationales for expected student behaviors. This study revealed that teachersâ beliefs about teacher-student power relations might be connected with teachersâ appraisals of studentsâ misbehaviors. The findings also suggest that teachers need to discuss the problem with students rather than lose their tempers or suppress their emotions when they feel a need to direct-stage or intentionally express anger. Future research could investigate the issue of teachersâ faking a particular emotion, such as faking indifference, which was found in this study. Future research could also explore the reasons for, and harmfulness of, embracing beliefs, e.g., negative expression of anger as a safety belt (to secure teachers against the offensiveness of studentsâ misbehaviors). This study also provided insights into autonomy-supportive teaching for the design of Study III.
In Study III, the aim was to explore teachersâ autonomy-supportive and controlling behaviors through case studies that used video analysis. The two participating teachers were from a secondary school in southwestern Finland. Four lessons presented by these teachers were videotaped during their regular teaching. All verbal interactions in the videos were transcribed and subtitled in English for data analysis. The coding schemes were developed a priori, based on an extensive review of the literature addressing autonomy support and control. Three researchers coded teachersâ utterances (verbal) and also interpreted teachersâ tones and gestures (nonverbal), using the linguistic annotation software ELAN (2017). The results showed that teachers employ both autonomy support and control to different extents, and the use of autonomy support and control may be contingent on different contexts. This study also found novel evidence of error tolerance as a category of teachersâ autonomy-supportive teaching. This strategy has not been investigated from the perspective of autonomy support in previous research. Further, the findings indicated that indirect control, which includes creating ego-involvement and conditional regard, and its effects on studentsâ learning and well-being in classroom contexts should be explored further in future research. It was also found that teachers may offer choices about the layout of classroom activities and the selection of learning materials, but may pay less attention to choices about independent student opinions of the learning content. The results also indicated that controlling language may not have utility in motivating student classroom activities as expected by teachers. Finally, this study suggested that different teaching experiences related to responsibility and accountability may influence teachersâ adoption of autonomy-supportive or controlling teaching strategies.
In sum, the three studies convincingly indicated that teachersâ emotions and beliefs are intertwined with their support for studentsâ autonomy, competence, and relatedness. Teachers should be encouraged to embrace empathy beliefs to interpret challenging situations, modulate emotional experiences, and foster close and supportive relationships with students. Also, teachers should be discouraged from using suppression as their emotion regulation strategy and encouraged to employ reappraisal to interpret challenges meaningfully during teaching. When teachers feel a need to express their negative emotions, losing their tempers or suppressing their feelings should be discouraged, and discussing the problem with students is recommended. Moreover, teachersâ beliefs about their roles, teacher-student power relations, professional distance, and their negative emotion expression can be discussed in light of the prominent constructs of autonomy, competence, and relatedness support, highlighted in the Self-Determination Theory (SDT) literature. Hence, this dissertation suggests that teachersâ beliefs are valuable and should be included in the investigation of teachersâ support for studentsâ psychological needs and teachersâ emotions. Furthermore, the complexity of autonomy support and control indicated that teachers should be encouraged to self-reflect on the motivational strategies they employ and recognize their effects on studentsâ learning and well-being. This dissertation validated collecting quantitative data from students to explore teachersâ display of emotions and simultaneous examination of teachersâ emotion regulation strategies in light of studentsâ perceptions. This dissertation also validated the use of semi-structured interviews to explore teachersâ beliefs and emotion expression and inferring teachersâ beliefs from teachersâ accounts of their emotional and teaching experiences. Video analysis, used in the study concerning autonomy support and control, pinpoints the value of exploring more potential categories of autonomy-supportive and controlling teaching, such as error tolerance, found in the study.TĂ€ssĂ€ vĂ€itöskirjassa yleisenĂ€ pÀÀmÀÀrĂ€nĂ€ oli tarkastella sitĂ€, millaisten merkityssisĂ€ltöjen vallitessa opettajien tunteet ja uskomukset sekĂ€ heidĂ€n kannustuksensa autonomiaan, osaamiseen ja yhteenkuuluvuuteen jĂ€sentyvĂ€t luokkahuoneissa. TietÀÀkseni ei ole aikaisempaa empiiristĂ€ tutkimusta, jossa samanaikaisesti olisi tutkittu nĂ€iden edellĂ€ mainittujen muuttujien olemusta ja keskinĂ€istĂ€ suhdetta. Erityisesti vĂ€itöskirjani tavoitteena oli syventÀÀ ymmĂ€rrystĂ€ opettajien tunnekokemuksista, tunteiden sÀÀtelystĂ€, tunteiden ilmaisusta, uskomuksista, kannustamisesta autonomiaan, osaamiseen sekĂ€ yhteenkuuluvuuteen ja opettamisen hallintaan, jotta voidaan kehittÀÀ pĂ€teviĂ€ menetelmiĂ€ joiden avulla voidaan analysoida nĂ€itĂ€ muuttujia systemaattisesti. Tutkimuksen avulla voidaan saavuttaa kasvatustieteellisiĂ€ seurannaisvaikutuksia, joilla voidaan edistÀÀ opettajien myönteisiĂ€ kĂ€sityksiĂ€ ja tunnekokemuksia sekĂ€ tehokasta opettajuutta, ja joiden avulla kyetÀÀn vastaamaan opiskelijoiden psykologisiin tarpeisiin. NĂ€iden tavoitteiden saavuttamiseksi vĂ€itöskirja on tehty siten, ettĂ€ se koostuu kolmesta osittain toisiaan tĂ€ydentĂ€vĂ€stĂ€ osasta.
EnsimmÀisessÀ tutkimuksessa tavoitteena oli oppilaille teetettyjen kyselytutkimusten ja opettajahaastattelujen avulla tarkastella opettajien tunnesÀÀtelystrategioita ja suhteuttaa saatuja tuloksia oppilaiden havaintoihin opettajien tunnetiloista. TÀhÀn tutkimukseen osallistui neljÀ opettajaa ja 53 ylÀkouluikÀistÀ oppilasta suomalaisesta kansainvÀlisestÀ peruskoulusta. Oppilaat esittivÀt kyselytutkimuksessa kantansa siitÀ, millaisessa mielentilassa he kokivat opettajan olevan opetustilanteessa. Oppilaille suunnattujen kyselyiden jÀlkeen jokainen opettaja osallistui teemahaastatteluihin, joissa tiedusteltiin heidÀn tunnetilojaan ja tunnesÀÀtelystrategioitaan tietyillÀ oppitunneilla. Oppilailta kysyttiin, miten usein he kokivat opettajan nÀyttÀneen jonkin tunnetilan opetustilanteessa. NÀmÀ tunnetilat nimettiin ja laskettiin. Haastattelujen tuloksia tarkasteltiin deduktiivisen sisÀltöanalyysin avulla ja Grossin tunteiden sÀÀtelyn prosessimallin valossa. Tulosten perusteella havaittiin, ettÀ tilannesidonnaiset keinot saattavat olla reaktiosidonnaisia keinoja hyödyllisempiÀ opettajien tunteiden sÀÀtelyssÀ. Erityisesti tunteiden uudelleenarviointi vaikutti tunteiden tukahduttamista tehokkaammalta tavalta, kun pyrkimyksenÀ oli lisÀtÀ myönteisten tunteiden ilmaisua ja vÀhentÀÀ kielteisten tunteiden nÀyttÀmistÀ. LisÀksi löydösten perusteella havaittiin, ettÀ tunteiden tukahduttamisen strategiaa ei tulisi suosittaa, koska se saattaa vÀhentÀÀ myönteisten tunteiden ilmaisua ja lisÀtÀ kielteisten tunteiden esiintuomista, mikÀ voi vaikeuttaa myönteisen opettaja-oppilassuhteen rakentumista sÀÀnnöllisessÀ opetustoiminnassa. Lopuksi tutkimus osoitti, ettÀ opettajien uskomuksilla on merkitystÀ sille, miten he tulkitsevat haasteita ja kÀyttÀvÀt tunnesÀÀtelystrategioita. TÀmÀ tutkimus syvensi myös ymmÀrrystÀmme opettajien tunteista ja loi vankkaa pohjaa toista tutkimusta varten.
Toisessa tutkimuksessa tavoitteena oli teemahaastattelujen avulla tarkastella opettajien uskomuksia ja tunteiden ilmaisuja sekÀ keskustella tuloksista itseohjautuvuusteorian valossa niiltÀ osin kuin se toi lisÀymmÀrrystÀ tapoihin, joilla opettajat kannustivat oppilaita autonomiaan, osaamiseen ja yhteenkuuluvuuteen. Haastatteluihin osallistui kuusi suomalaisen monikulttuurisen ylÀkoulun opettajaa. Jokainen opettaja osallistui teemahaastatteluihin, joissa kÀsiteltiin heidÀn tunnekokemuksiaan ja tunteiden ilmaisujaan tietyillÀ oppitunneilla. Opettajien tunneilmaisut koodattiin deduktiivisen teema-analyysin avulla, mikÀ toteutettiin siten, ettÀ teoreettinen rakenne muotoiltiin jÀrjestelmÀllisen kirjallisuuden arvioinnin pohjalta, minkÀ jÀlkeen analyyttinen suunnitelma oli valmis a priori. Opettajat kertoivat tunnetiloistaan ja opetuksen yhteydessÀ koetuista tuntemuksistaan ja nÀiden ilmaisujen pohjalta tehtiin yhteenveto opettajien nÀkemyksistÀ, minkÀ jÀlkeen ne koodattiin deduktiivisen ja induktiivisen teema-analyysin avulla. Tutkimuksen myötÀ selvisi, ettÀ opettajien nÀkemykset rooleistaan kasvattajina, vÀlittÀjinÀ ja tyynnyttÀjinÀ heijastelivat sitÀ, ettÀ on tÀrkeÀÀ ilmaista selkeÀsti odotuksistaan ja huolenpidostaan, ja ettÀ opettajien on keskeistÀ huomioida oppilaittensa nÀkökannat ja tunteet. Opettajien nÀkemykset tasavertaisuudesta opettajien ja oppilaiden vÀlillÀ nÀyttivÀt valavan luottamusta oppilaisiin, minkÀ seurauksena aloitteellisuuteen kannustaminen helpottui. Opettajien nÀkemykset lÀheisyydestÀ oppilaisiin kuvastuivat oppilaista vÀlittÀmisen tÀrkeytenÀ. Opettajat, jotka ilmaisivat negatiivisia tuntemuksiaan keskustelemalla ongelmista oppilaidensa kanssa, vÀlittivÀt samalla nÀille uskomuksiaan oppilailta odotetusta kÀytöksestÀ. Tutkimus osoitti, ettÀ mikÀli halutaan ymmÀrtÀÀ taustaa sille, miten opettajat arvioivat oppilaiden huonoa kÀytöstÀ, olisi mielekÀstÀ tarkastella opettajan ja oppilaan vÀlillÀ vallitsevia valtasuhteita. Tulokset osoittavat myös, ettÀ opettajien olisi pikemminkin syytÀ keskustella ongelmista oppilaiden kanssa sen sijaan ettÀ he menettÀvÀt malttinsa tai tukahduttavat tuntemuksensa, kun heille syntyy tarve ilmaista suuttumustaan suoraan. Tulevaisuudessa toteutettavissa tutkimuksissa voitaisiin tarkastella sitÀ, ettÀ opettaja teeskentelee tiettyÀ tunnetilaa. TÀssÀ tutkielmassa havaittiin vain vÀlinpitÀmÀttömyyden teeskentely. Tulevissa tutkimuksissa voitaisiin myös tarkastella syitÀ ja haittoja sille, ettÀ tiettyjÀ uskomuksia omaksutaan opetustilanteessa: opettaja saattaa esimerkiksi kokea, ettÀ suuttumuksen nÀyttÀminen suojelee hÀntÀ oppilaiden huonolta kÀytökseltÀ ja osoittaa nÀille, mikÀ on hyvÀksyttÀvÀÀ ja mikÀ ei. Tutkimus toi myös syvempÀÀ ymmÀrrystÀ itsenÀisyyteen kannustavaan opettamisen tapaan, jota kÀsitellÀÀn tarkemmin kolmannessa tutkimuksessa.
Kolmannessa tutkimuksessa tavoitteena oli videoanalyysiÀ hyödyntÀvÀn tapaustutkimuksen avulla tarkastella opettajien tapoja kannustaa autonomiaan ja hallita oppilaitaan. Kaksi tutkimukseen osallistunutta opettajaa olivat ylÀkoulusta Lounais-Suomesta. NeljÀ nÀiden opettajien normaalia oppituntia kuvattiin videolle. Kaikki tuntien aikana kÀydyt keskustelut translitteroitiin ja kÀÀnnettiin englanniksi data-analyysiÀ varten. Aluksi perehdyttiin laajasti autonomiaan kasvattamista ja oppilaan hallintaa kÀsittelevÀÀn kirjallisuuteen, minkÀ pohjalta koodaussuunnitelmat kehitettiin a priori. Kolme tutkijaa kirjasi opettajien sanalliset lausumat ja tulkitsivat nÀiden ÀÀnensÀvyjÀ sekÀ sanattomia eleitÀ kielentutkimuksessa kÀytetyn ELAN-ohjelmiston avulla. Tulokset osoittivat, ettÀ opettajat hyödynsivÀt sekÀ autonomiaan kannustamista ettÀ oppilaan hallintaa eri suhteissa, ja ettÀ se miten kyseisten tapojen kÀyttö saattoi riippua kulloisestakin tilanteesta tai asiayhteydestÀ. Tutkimuksessa ilmeni myös, ettÀ virheensieto opetustilanteessa voitaisiin jatkossa nimetÀ alakategoriaksi, kun kyse on opettajien strategiasta kannustaa oppilaita autonomiaan. TÀtÀ seikkaa ei ole tutkittu aiemmissa autonomiaan kannustamista kÀsittelevissÀ tutkimuksissa. LisÀksi tulokset osoittivat, ettÀ jatkossa olisi tutkittava, miten epÀsuora kontrolli (egon osallistaminen ja ehdollinen huomio) vaikuttaa oppilaan oppimiseen ja hyvinvointiin luokkaopetuksessa. Havaittiin myös, ettÀ opettajat saattoivat antaa oppilaiden valita erilaisten opetusta koskevien seikkojen, kuten tuntien rakenteen ja oppimateriaalien, vÀliltÀ, mutta eivÀt juurikaan huomioineet oppilaiden mielipiteitÀ opetettavasta sisÀllöstÀ. Tulosten perusteella huomattiin lisÀksi, ettei kontrollia ilmentÀnyt kielenkÀyttö vÀlttÀmÀttÀ motivoinut oppilaita siten kuin opettajat saattoivat kuvitella. Lopuksi tÀmÀ tutkimus osoitti, ettÀ erilaiset opetuskokemukset, -vastuut ja -velvollisuudet saattavat vaikuttaa siihen, kÀyttÀÀkö opettaja opetusstrategianaan autonomiaan kannustusta ja oppilaiden hallintaa.
Yhteenvetona todettakoon, ettÀ nÀmÀ kolme tutkimusta osoittivat, ettÀ opettajien tunnekokemukset ja uskomukset linkittyivÀt autonomiaan, osaamiseen ja yhteenkuuluvuuteen kannustamiseen. Kun opettajat joutuvat haastaviin tilanteisiin, heidÀn tulisi suhtautua asioihin myötÀtuntoisesti, sÀÀdellÀ tunteitaan ja vaalia lÀheisiÀ ja kannustavia suhteitaan oppilaisiin. LisÀksi heidÀn tulisi pidÀttÀytyÀ kÀyttÀmÀstÀ tunteiden tukahduttamista strategiana tunteiden sÀÀtelyssÀ, vaan tÀmÀn sijaan uudelleenarvioida haastavia tilanteita tehdessÀÀn niistÀ tulkintoja opetustilanteissa. Kun opettajat kokevat tarvetta ilmaista kielteisiÀ tuntemuksia, ei maltin menettÀmistÀ eikÀ tunteiden tukahduttamista voi suosittaa, sillÀ ongelmasta keskustelu oppilaiden kanssa osoittautui hyödyllisemmÀksi. TÀmÀn lisÀksi varmistui, ettÀ opettajien uskomukset rooleistaan, opettajan ja oppilaiden vÀlisistÀ valtasuhteista, ammatillisesta etÀisyydestÀ ja kielteisten tunteiden ilmaisusta ovat aiheita, joista voidaan perustellusti keskustella itsemÀÀrÀÀmisteoriaa kÀsittelevÀn kirjallisuuden (Self-Determination Theory, itsemÀÀrÀÀmisteoria) valossa niiltÀ osin kuin se liittyy autonomiaan, osaamiseen ja yhteenkuuluvuuteen kannustamiseen. NÀin ollen tÀssÀ vÀitöstutkimuksessa katsotaan, ettÀ kun tutkitaan opettajien tunnekokemuksia ja heidÀn tapojaan ja menetelmiÀÀn tukea oppilaiden psykologisia tarpeita, olisi tÀrkeÀÀ sisÀllyttÀÀ tarkasteluun myös opettajien uskomukset. LisÀksi havaittiin, ettÀ koska autonomiaan kannustaminen ja kontrolli ovat luonteeltaan monimutkaisia, opettajien tulisi tarkastella itsereflektiivisesti motivointikÀytÀntöjÀÀn, jotta he voivat tunnistaa nÀiden kÀytÀntöjensÀ vaikutuksia suhteessa oppilaiden oppimiseen ja hyvinvointiin.
TÀssÀ vÀitöstutkimuksessa vahvistettiin, ettÀ oli hyödyllistÀ kerÀtÀ systemaattisesti analysoitua kvantitatiivisen tutkimuksen (oppilaille teetetyt kyselytutkimukset, joissa he ilmaisivat nÀkemyksiÀÀn opettajan tunnetiloista) dataa ja samanaikaisesti tarkastella opettajien omia uskomuksia tunnesÀÀtelyn strategioista opiskelijoiden havaintojen valossa. Samoin vahvistettiin, ettÀ on tÀrkeÀÀ kÀyttÀÀ teemahaastatteluja, jotta voidaan tarkastella opettajien uskomuksia ja tunneilmaisuja, ja on myös keskeistÀ kerÀtÀ tietoja opettajien nÀkemyksistÀ opettajien omista raporteista liittyen tunne- ja opetuskokemuksiin opetuksen aikana. LisÀksi autonomiaan kannustamista ja kontrollia tutkittiin videoanalyysien avulla, mikÀ auttoi paikantamaan, ettÀ uusien hyödyllisten kategorioiden löytÀminen (kuten esimerkiksi tÀmÀn tutkimuksen yhteydessÀ löydetty virhetoleranssi) on hyödyllistÀ tÀhÀn aiheeseen liittyen
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