20 research outputs found
Teacher Education Matters : Finnish Teacher Educatorsâ Concerns, Beliefs, and Values
The professional development of teacher educators is gaining increasing interest globally. However, not so many studies have been carried out in the Finnish context, which is somewhat surprising considering that the Finnish education system and teacher education has gained so much interest worldwide. This study investigates Finnish teacher educatorsâ concerns, beliefs and values. The results show that teacher educators experienced a variety of concerns in their work, in the beginning mainly dealing with the position and being a novice, and later they became more concerned with heavy workloads and practical teaching-related matters. The teacher educators studied considered the studentsâ education to be the most important aspect of their work. The research-based nature of teacher education was also felt to be very important, along with its community aspects, and their own specialization. In general, Finnish teacher educators considered their work to be important.Peer reviewe
âDo you mean besides researching and studying?â Finnish teacher educatorsâ views on their professional development
Professional development of teacher educators has not been researched very much in Finland, although interest in teacher educators has started to increase globally in recent decades. This study investigates 15 Finnish teacher educatorsâ views on their professional development. The results indicate that research plays a significant role in the Finnish teacher educatorsâ conceptions. They considered research to be an integral part of their work, as it is part of their assigned tasks. This differs from many countries, where researching and high-quality scientific contribution is not necessarily a big part of teacher educatorsâ work. These teacher educators also viewed research as a means to develop professionally, both through producing and consuming research. Formal professional development, such as professional development courses, did not play a significant role for these teacher educators, though studying either by reading research or participating in free-time education seemed to be more important. The results also indicate that Finnish teacher educators are under pressure to produce high-quality research and to advance in their careers. This is due to business ideology in leadership, i.e. management by results in the Finnish university sector.Peer reviewe
Finnish teacher educatorsâ preferences for their professional development â Quantitative exploration
Education makes a difference and teacher educators are an important part of that circle. However, there is very little research done in Finland on teacher educators' professional development. The main purpose of this study was to develop and test the psychometric properties of three scales that measure the components of teacher educators' professional development, namely (a) developmental needs, (b) preferred ways of fulfiling those needs and (c) hindrances to fulfiling developmental needs. The differences between different occupational groups were also discussed. The survey was distributed in May 2019 to all eight Finnish universities that offer teacher education. The final sample size was 354. Using scale development techniques, we succeeded in generating items to all three inventories. We also tested the psychometric properties and the construct validity of the inventories. Our study revealed that teacher educators are not a homogenous group. Different occupational groups have different professional development interests.Peer reviewe
"Oli lupa hetki pysĂ€htyĂ€â" : Akateeminen vertaisryhmĂ€ opettajankouluttajien ammatillisen kehittymisen tukena
Opettajankouluttajat kokevat vertaisryhmÀn hyödylliseksi ammatilliselle kehittymiselleen. RyhmÀssÀ kÀsiteltÀvien aiheiden tulisi nousta opettajankouluttajien omasta arjesta, ja kollegan työn seuraaminen tukee omaa kehittymistÀ.Non peer reviewe
Historiataitojen opetus alakoulussa : esimerkkimenetelmÀnÀ pedagogisten liveroolipelien mahdollisuudet historian opetuksessa
TÀssÀ tutkimuksessa tutkitaan historiataitojen opettamista alakoulussa sekÀ pedagogisten liveroolipelien kÀyttöÀ historian opetuksen menetelmÀnÀ. Tutkimuksen tarkoitus on selvittÀÀ, miten luokanopettajat nÀkevÀt historian oppiaineena ja miten he opettavat opetussuunnitelman edellyttÀmiÀ historiataitoja. Historiataitojen opettamiseen syvennytÀÀn tarkemmin tutkimalla opettajien kokemuksia pedagogisten liveroolipelien kÀytöstÀ historian opetuksen menetelmÀnÀ.
Tutkimuksen teoriaosuudessa muodostetaan kuva historiasta tieteenalana
ja oppiaineena sekÀ sen roolista opetussuunnitelmassa. LisÀksi taustoitetaan opettajien pedagogisen ajattelun muodostumista sekÀ selvitetÀÀn, mitÀ tarkoitetaan pedagogisilla liveroolipeleillÀ. Historiataitojen opettamista alakoulussa selvitettiin kahdella ryhmÀhaastattelulla ja pedagogisia liveroolipelejÀ kÀsittelevÀ aineisto hankittiin kolmella yksilöhaastattelulla. Tutkimus on laadullinen. Aineistojen analyysissa sovelletaan sekÀ sisÀllönanalyysia ettÀ eksistentiaaliseen fenomenologiaan pohjautuvaa analyysia.
Tutkimuksemme perusteella luokanopettajat hahmottavat historian sekÀ
tieto- ettÀ taitoaineeksi. Taitojen opettaminen nÀhdÀÀn tÀrkeÀnÀ mutta haastavana tehtÀvÀnÀ. Haasteita luovat ajanpuute sekÀ tietomÀÀrÀ. Erityisen hankalaksi koetaan historiataitojen arviointi. Opettajien kokemukset pedagogisten liveroolipelien kÀytöstÀ historian opetuksessa olivat pÀÀosin positiiviset. MenetelmÀ koettiin innostavana sekÀ oppilaita motivoivana ja siten oppimistuloksia parantavana. MenetelmÀn varjopuolena koettiin olevan sen vaativuus ja työteliÀisyys
YouTube koko kansan oppimisen ja opettamisen areenana
Videopalvelu YouTube on tÀynnÀ tavallisten suomalaisten omaehtoisesti tuottamia opetuksellisia videoita. MinkÀlaisia merkityksiÀ ja motiiveja videoiden tekijÀt toiminnalleen kertovat