Search results for "Opettaja"
showing 10 items of 1811 documents
Learning about students in co-teaching teams
2021
Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers’ learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of student…
Special education without teaching assistants? : The development process for students with autism
2020
Many children may need the help of another person to attend school. It is common for children with disabilities to receive help from a teaching assistant at school. Assistants are provided in many countries as a legal right and are often publicly funded. It is also widely assumed that having teaching assistants in the class is an effective and cost-efficient way to support students with disabilities. In this study, the research task was to monitor and document the development process carried out by the teacher, with the aim of making visible the development of a more dynamic classroom interaction. The focus in this development process was the teacher’s idea of minimizing the conta…
Identity-Agency in Progress: Teachers Authoring Their Identities
2018
Teachers’ professional identities have been widely recognized as the key resource through which teachers make sense of their work. Despite this recognition, few studies have offered a longitudinal perspective on the processes involved in teachers’ identity development. In this chapter I will offer an advanced conceptualization of the ways in which teachers author their identity development processes. I use examples from two longitudinal research projects on pre-service and in-service teachers’ identity development to illustrate the teachers’ efforts to maintain and develop their professional identities, and identifies two agentic dynamics in professional identity development: renegotiation …
Being a good neighbour: developing intercultural understanding through critical dialogue between an Australian and Finnish cross-case study
2020
Language educators in Australia and Finland are expected to foster intercultural understanding within foreign language education. This paper presents findings from a qualitative case study focusing on theoretical and practical intercultural understanding in secondary school language education. The data for this study includes lesson observations as well as student and teachers interviews collected in two secondary schools in Australia and Finland. The findings demonstrate the complex resources teachers and students draw on to develop and share intercultural understanding. The discussion addresses the value of different perspectives and the need for a new metaphor to conceptualise intercultu…
Professional Embodiment: Walking, Re-engagement of Desk Interactions, and Provision of Instruction during Classroom Rounds
2018
Abstract Unlike continuous whole-class (plenary) interaction, independent task work involves incipient teacher–student talk, as the teacher typically ‘makes rounds’ to engage in brief desk interactions with students. This article draws on multimodal conversation analysis to investigate how teacher movement during tasks offers resources for re-engaging in desk interactions and offering task-related guidance. The focus is on teachers’ walking trajectories and ways of positioning the body, and students’ orientation to them, in (i) (pre-)opening moments of a desk interaction, and (ii) during a subsequent instructional turn that guides students with the ongoing task. The analysis shows how the p…
Teachers’ Emotions and Beliefs in Second Language Teaching : Implications for Teacher Education
2018
Studies on language teacher beliefs have long indicated that in order to better understand teacher beliefs, we need to look at their connections with emotions (Borg 2006). Researchers in fields such as social psychology (Frijda et al. 2000) and education (Rosiek 2003; Gill and Hardin 2014) have pointed out how emotions shape and are shaped by beliefs. These suggest also that emotions and beliefs are fundamentally interconnected in individuals’ decision-making processes, with emotions providing the necessary impetus for change and beliefs deciding the course of actions. In order to have a complete view of second language teachers’ beliefs, it is crucial to have a clear understanding of these…
Stop the Deficit: Preparing Pre-service Teachers to Work with Bilingual Students in the United States
2018
This chapter explores the education of bilingual students from an American teacher education perspective. Bilingual students in the United States are often diminished to their student status of “English Language Learner” (ELL). Not only does this ELL designation assume a onesize-fits-all approach to education for and understanding of bilingual children, but the label itself implores a deficit perspective which neither captures nor values bilingual children in the United States. Driven by the goal to model and introduce assets-based pedagogies to our pre-service English as Second Language (ESL) teachers, the main question guiding our work was, as teacher educators, how can we challenge pre-s…
University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments
2017
This phenomenographic study examines how a diverse group of university teachers conceptualised their role as developers of technology-rich learning environments at one university in Finland. The research findings illustrate a variety of conceptions. Five qualitatively different ways of understanding teachers’ roles regarding the development of technology-rich learning environments were found: 1) innovator, 2) early adopter, 3) adaptive, 4) sceptic and 5) late adopter. In order to connect the whole set of interconnected roles to a theory of change, Everett Rogers’ innovation diffusion theory was exploited in the last phase of analysis. Finally, hierarchically structured categories were creat…
Building teacher identity through the process of positioning
2016
This study explores teacher identity work in the context of a one-year programme, Pedagogical Studies for Adult Educators. The data consist of weekly learning diaries written by Anna, a university teacher, during one academic year. The diaries are analysed by means of dialogically oriented narrative analysis leaning on Bakhtinian notions of voicing and ventriloquation. The results show how Anna positions her storytelling and narrated self in relation to relevant characters by voicing and evaluating these characters. The construct of positioning provides tools for understanding the relationship between the self and others in teacher identity. peerReviewed
"Keskiluokkaistuva kansakoulunopettajisto" : Jyväskylän opettajaseminaarin opiskelijoiden kulttuurisosiaaliset taustat seminaariyhteisössä vuosina 19…
2016
Tässä tutkimuksessa selvitän Jyväskylän kansakouluopettajaseminaarin opiskelijoiden kulttuurisosiaalisia taustoja sekä niiden ilmentymistä seminaarin opetuksessa 1920- ja 1930-luvuilla. Kulttuurisosiaalisella taustalla tarkoitan opiskelijoiden sosioekonomista asemaa ennen seminaariin tuloa. Kulttuurisosiaalisen taustan muodostavat opiskelijan sosiaalinen tausta, taustakoulutus sekä se, miltä paikkakunnalta hän on kotoisin. Sosiaalisella taustalla tarkoitetaan tutkimuksessa opiskelijan perhetaustaan pohjautuvaa yhteiskunnallista sosiaalista statusta. Tutkimuksessa sukupuolella on tärkeä osa tarkastelunäkökulmassa, sillä seminaari oli jaettu nais- ja miesosastoon koko seminaarin toiminnan aja…