Opettajaopiskelijoiden suhtautuminen yrittäjyyskasvatukseen: Oivalluksia vai korulauseita?

The inclusion of entrepreneurship education at all levels of the Finnish education system has provoked strong arguments for and against. In teacher education, entrepreneurship education has a twofold role: 1) to explore and clarify the content and methods of entrepreneurship education from the perspective of basic education and 2) to train active and critical entrepreneurship educators. The views of student teachers on entrepreneurship education have been little studied, so the research question in this study was: What are the views of student teachers on entrepreneurship education? The qualitative essay data for this study was collected during two academic years (2021-2022 and 2022-2023) during the course "Entrepreneurship Education in Basic Education". During the two academic years, 132 student teachers participated in the course, 42 of whom gave permission for the study. The essays were analyzed using theory-based content analysis. In general, the student teachers had a positive attitude towards entrepreneurship education and considered entrepreneurship and the development of independent initiative as important aspects of basic education. Some felt that the main challenge was the implementation of entrepreneurship education and that more training was needed. As entrepreneurship education is not linked to any specific subject, student teachers experienced difficulties in understanding how to integrate it in the future into the delivery of the basic education curriculum and into everyday lessons. A critical perspective was represented by student teachers' expressions related to the role of entrepreneurship education in educating actors as economic decision-makers in society and business. Furthermore, entrepreneurship education was seen as supporting neoliberal, even ideological, thinking and as guiding students' thought processes in a one-way direction. Student teachers question the inclusion of entrepreneurship education in the school system if its sole aim is to produce entrepreneurs. However, participants also gained insights into entrepreneurial pedagogy and its potential to extend the application of learner-centered and learner-activated teaching methods in their own teaching. This gave a new depth to their approach to entrepreneurship education and thus to future teaching practice.Yrittäjyyskasvatuksen sisällyttäminen Suomen koulutusjärjestelmän kaikille tasoille on kirvoittanut voimakkaita kannanottoja puolesta ja vastaan. Opettajankoulutuksessa yrittäjyyskasvatuksella on kaksiosainen rooli: 1) tutkia ja selkeyttää yrittäjyyskasvatuksen sisältöjä ja menetelmiä perusopetuksen näkökulmasta ja 2) aktiivisten sekä kriittisten yrittäjyyskasvattajien kouluttaminen. Opettajaopiskelijoiden näkemyksiä yrittäjyyskasvatuksesta on tutkittu vähän, joten tässä tutkimuksessa tutkimuskysymykseksi asetettiin: Millaisia näkemyksiä opettajaopiskelijat esittävät yrittäjyyskasvatuksesta? Tutkimuksen laadullinen esseeaineisto kerättiin kahtena lukuvuotena (2021–2022 ja 2022–2023) opintojakson “Yrittäjyyskasvatus perusopetuksessa” aikana. Opintojaksolle osallistui kahtena lukuvuotena 132 luokanopettajaopiskelijaa, joista 42 antoi tutkimusluvan. Esseet analysoitiin teoriaohjaavalla sisällönanalyysilla. Yleisesti opettajaopiskelijat suhtautuivat myönteisesti yrittäjyyskasvatukseen ja he pitivät yrittäjyyttä ja itsenäisen aloitteellisuuden kehittämistä tärkeinä perusopetuksen osa-alueina. Osa koki suurimmaksi haasteeksi yrittäjyyskasvatuksen toteuttamisen, joten siihen tarvittaisiin lisää koulutusta. Kun yrittäjyyskasvatus ei ole sidoksissa mihinkään tiettyyn oppiaineeseen, kokivat opettajaopiskelijat vaikeuksia hahmottaa, miten sen voi tulevaisuudessa integroida perusopetuksen opetussuunnitelman toteuttamiseen ja osaksi arjen oppitunteja. Kriittistä näkökulmaa edusti opettajaopiskelijoiden ilmaisut liittyen yrittäjyyskasvatuksen rooliin kasvattaa toimijoita yhteiskunnan ja elinkeinoelämän talouden ratkaisijoiksi. Lisäksi nähtiin, että yrittäjyyskasvatus tukee uusliberalistista, jopa ideologista ajattelua ja että se ohjaa oppilaiden ajatteluprosesseja yhdensuuntaisesti. Opettajaopiskelijat kyseenalaistavat yrittäjyyskasvatuksen sisällyttämisen koulujärjestelmään, jos sen ainoana tavoitteena on yrittäjien tuottaminen. Osallistujille heräsi kuitenkin myös oivalluksia yrittäjämäisestä pedagogiikasta ja sen mahdollisuuksista laajentaa oppijalähtöisten ja oppijoita aktivoivien opetusmenetelmien soveltamista omassa opetuksessaan. Tämä antoi uudenlaista syvyyttä heidän suhtautumiseensa yrittäjyyskasvatukseen ja sitä kautta tulevaisuuden opetustyön toteuttamiseen

An Integrative Literature Review of University-Based Early Childhood Education and Care Centres within Early Childhood Teacher Education Settings

This research is an integrative literature review regarding the variety of university-based early childhood education and care (ECEC) centre models. This research focuses on those models that collaborate closely with early childhood (EC) teacher education programmes. The data were gathered from three different databases: ERIC (Ebscohost), Education Research Complete (Ebscohost) and ProQuest Central by using six different search terms. A total of 2766 publications were found. Based on the inclusion criteria, 40 publications were included in a data analysis. These publications consisted of descriptions of 53 different models regarding the collaboration between ECEC centres and universities. Two out of three models (n = 34) were university-based ECEC centres that collaborated closely with EC teacher education programmes by implementing various collaborations in education and research in their daily work. Outreach efforts were also implemented. This research invites EC teacher education programmes and ECEC centres for international collaboration and further research on this topic.</p

Students confronting risks during holistic craft processes

This study aims to examine risk-taking situations among students during holistic craft processes. The study was conducted during the spring terms of 2013 and 2016. The data comprise interviews of seventh-grade students (2013), in which they defined solutions found during craft design and production processes, and digital learning diaries (2016), in which students self-evaluated craft design, production and evaluation processes. The results show that making crafts includes risk-taking during every phase of the process. These are situations in which students either take risks or avoid them. The results reveal that risk-taking situations related to economical risk are emphasised in the design and production phases, in which the students make decisions regarding the product to be made and the techniques to be used. Psychological risk-taking is particularly connected to the production phase of the craft process, in which the students begin production and progress through its phases. Social risk-taking situations are linked to the design and evaluation phases, in which the students interact with their peer group and the social environment. Based on the study results, it is important for teachers to pay attention to these situations and how the students behave. In this way, teachers can teach and support the students in identifying and taking controlled risks, which is an important skill in a changing society looking toward the future. Keywords: risk-taking, craft process, craft as a subject, enterprise educatio

Make it NOW! – Learning, exploring and understanding

This issue of FormAkademisk features selected articles developed from papers presented at the Make it NOW! Learning, Exploring and Understanding conference in Rauma, Finland, September 28-30, 2016. This NordFo conference was organized by Rauma Unit of Turku University´s Department of Teacher Education. NordFo is a Nordic forum, supported by NordPlus, which since the 1980s has worked towards initiating, stimulating and reporting research and development work within the subject art and craft, textile work and woodwork and the teacher education in these subjects in the Nordic countries. The conference Make it NOW! aimed to “…provide an arena for discussions on craft, design and technology as an innovative combination of knowledge and skills related to eco-social values in altering the world according to human needs and wants” (International NordFo Conference in Rauma, 2016). This special issue of FormAkademisk called for articles with an emphasis on the theme Researching embodied making and learning – New methodological vistas on Making, however this did not exclude papers from other sessions. Additionally, this issue contains two other, independent articles that fit this special issue’s scope. </p

Vaihto-opiskelijoiden matka Tukholmaan : Case: StockTrip 2012

HAAGA-HELIAan saapuu vuosittain noin 300 vaihto-opiskelijaa ympäri maailmaa. Vaihto-opiskelijoiden kanssa tiivistä yhteistyötä tekee HAAGA-HELIAn opiskelijajärjestö HELGA. HELGAn toimintaryhmä ESN HELGA järjestää vaihto-opiskelijoille lukuvuoden aikana useita aktiviteetteja ja matkoja. Tämän produktityyppisen opinnäytetyön tarkoituksena oli järjestää vaihto-opiskelijoille matka Tukholmaan yhteistyössä ESN HELGAn kanssa. Opinnäytetyö toteutettiin HELGAn toimeksiannosta. Opinnäytetyön kirjoittajat toimivat matkan aikana matkanjohtajina ja vastasivat koko matkan suunnittelusta ja järjestelyistä. Matka sai nimekseen StockTrip2012. Tavoitteena oli järjestää onnistunut matka, jonka aikana asiakas tuntee, että kaikki hänen tarpeensa on huomioitu. Opinnäytetyön tavoitteena oli myös antaa kehitysehdotuksia HELGAlle seuraavia järjestettäviä matkoja varten. Lisäksi tavoitteena oli toimia ammattimaisena matkajohtajana matkan aikana. Työn teoreettisessa osuudessa käsiteltiin matkan suunnittelua, toteutusta ja arviointia. Teoriaosuudessa kerrottiin lisäksi ryhmänohjaamisesta ja matkanjohtamisesta. Viimeisenä teoriaosuutena oli kulttuurierojen huomioiminen matkaa järjestettäessä. Suuri osa matkan taustatyötä oli keväällä ja syksyllä 2011 Tukholman-matkalla olleiden vaihto-opiskelijoiden haastattelu. Haastattelun tuloksista kehitettiin StockTrip2012n sisältö vaihto-opiskelijoiden toiveiden mukaisesti. Taustatyöhön kuului myös opinnäytetyön tekijöiden tekemä tutustumismatka Tukholmaan, jolla selvitettiin matkakohteen tarjontaa. StockTrip2012–toteutus oli onnistunut. Matkanjohtajat toimivat koko matkan ajan ammattimaisesti ja asiakaspalautteiden perusteella asiakkaat olivat tyytyväisiä matkaan. Opinnäytetyön tekijät kehittivät opinnäytetyöprojektissa ammatillista osaamistaan sekä paransivat työskentelyään paineen alla. Lisäksi Toimeksiantaja HELGA sai opinnäytetyöstä kehitysehdotuksia liittyen matkanjohtamiseen ja matkan sisältöön.HAAGA-HELIA receives annually about 300 ERASMUS exchange students. HAAGA-HELIA’s international office HELGA assists them with their needs. Furthermore, HELGA’s international activity group ESN HELGA organizes activities and trips for the ERASMUS during the exchange year. This thesis was commissioned by HELGA and the trip was organized in co-operation with ESN HELGA. The thesis product is called the StockTrip2012. The objective of this thesis was to organize a trip to Stockholm for exchange students arriving to HAAGA-HELIA in spring 2012. The purpose was to arrange a successful trip for the customers as well as to develop new ideas for HAAGA HELIA’s international office HELGA. The thesis group designed and produced StockTrip2012 independently. The theoretical framework was based on literature on tour operating, the process of leading an affinity as well as cultural differences. A vital part of this thesis was based on a study on Erasmus students’ prior experiences from previous trips organized by ESN HELGA. Based on the conclusions of the study, students’ interests and dislikes were analyzed for developing the best possible program for the StockTrip2012. Another important element of the thesis was a reconnaissance trip to Stockholm in December 2011 made by the thesis group. The objective of this trip was to discover the best services for the target group. In conclusion, the StockTrip2012 turned out to be a success. Everything went well during the trip and the thesis group received good feedback from the customers. The tour leaders fulfilled their personal and professional goals. The thesis group was also able to give HELGA improvement suggestions concerning tour leading and trip program for the future trips to Stockholm

From Gender-segregated Subjects to Multi-material Craft: Craft Student Teachers’Views on the Future of the Craft Subject

This paper describes the views of student teachers of craft about the future of craft as a school subject. The study was conducted at the University of Turku, Department of Teacher Education, in Rauma in 2014. The literature review revealed that the subject of craft in Finnish basic education is understood as a dialog between the maker and the materials. However, teaching and learning craft in schools and in teacher education has a strong gender-based tradition. The aim of this study is to investigate student teachers’ understanding of craft as a school subject in the future and their solutions to teaching craft in basic education. The data were collected from essays (N = 20) written by student teachers of craft. The essays were analyzed qualitatively using content analysis. The results showed that the student teachers of craft viewed holistic craft, reflective action readiness, entrepreneurial behaviour, multiple skills, the use of versatile materials, and craft as sources of pleasure and the main solutions for the future of craft as a subject