Search results for "Opettaja"
showing 10 items of 1811 documents
Associations of temperament types and gender of early adolescents and teachers with adolescents’ school well‐being
2021
This study examined the role of temperament type and gender of adolescents and teachers in adolescents’ well‐being in school. The sample consisted of 677 Finnish students and 56 classroom teachers. Parents rated adolescent temperament and teachers rated their own temperament in autumn of Grade 6. Self‐reports of school well‐being among adolescents were obtained in autumn and the fall of Grade 6. The results showed that being a girl and having resilient temperament type predicted higher school well‐being. In turn, boys with undercontrolled temperament, who were otherwise at risk for decreased school well‐being, particularly benefited from having a female teacher with resilient temperament. O…
Teacher Competencies in Health Education : Results of a Delphi Study
2015
peer-reviewed THE LINK TO THE DATA SET FOR THIS ARTICLE IS: URI: http://hdl.handle.net/10344/4736 Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. Method/Results A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an ele…
Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Children’s Interest and Pre‐Academic Skills in Literacy and …
2020
This study investigated bidirectional links between the quality of teacher–child relationships and children's interest and pre‐academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6‐year‐olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten year. Children rated their interest in literacy and math, and were tested on their pre‐academic skills. Cross‐lagged path models indicated that teacher‐perceived conflict predicted lower interest and pre‐academic skills in both literacy and math. Re…
Meaningful Learning in Teacher Education, Characteristics of
2019
From the cognitive perspective, meaningful learning is often understood in terms of the cognitive development and the changes in a learner’s cognitive structure that occurs when the knowledge being learned is relevant to the learner’s existing knowledge and shares significant concepts and aspects with that knowledge. The perspective of the interpreter thus affects the meaning-making process, and the construction of meaning involves the interpretation of new information and experiences by connecting them with prior knowledge. In addition, experiences that challenge former knowledge allow new questions to arise and are thereby potentially meaningful. nonPeerReviewed
Adult Pre-Service Teachers Applying 21st Century Skills in the Practice
2014
In this research we present how a group of Finnish adult pre - service teachers (n=21) incorporated 21 st CS through their methods of working instructional methods in the final practicum in autumn 2013. The research material consists of pre - service teacher’s practicum plans, taped lessons and written practicum synthesis. The nature of teaching has changed significantly during the past decades, as a result of which teaching has never been more difficult or more important. This is a challenge also for teacher education programs. The adult teacher education program at Kokkola University Consortium Chydenius focuses on developing 21 st century skills (21 st CS) to enhance the use of technolog…
Assessment conception patterns of Finnish pre-service special needs teachers : the contribution of prior studies and teaching experience
2021
The main aim of this study was to investigate how Finnish pre-service special needs teachers’ (N = 134) assessment conceptions, prior academic studies in special education and teaching experience together cluster into different patterns representing different student types. Their assessment conceptions formed three main factors: 1) assessment measures learning, 2) assessment supports teaching and learning, and 3) assessment as a harmful action. All three factors were emphasised differently in each pattern. Assessment conceptions, prior studies, and teaching experience were clustered together in three different patterns: Assessment Criticals, Assessment Positives, and Assessment Cautious. Th…
Teacher trainees' experiences of the components of ICT competencies and key factors in ICT competence development in work-based vocational teacher tr…
2022
International journal for research in vocational education and training 9 (2022) 2, S. 146-166
Teacher response pursuits in whole class post-task discussions
2020
This paper explores teacher elicitation practices following a perceived absence of a response to an initial inquiry. Specifically, we focus on whole class post-task discussions where a teacher pursues responses in post-first position following students’ non-uptake, and thus makes her orientation toward the expectation of a response publicly available. The data for this study come from 30 h of video-recorded classroom interactions in an English as a medium of instruction university in Turkey. Using Conversation Analysis, this study demonstrates that when confronted with a non-response to her initial elicitation in whole class interaction, in addition to drawing on interactional resources (e.…
Proactive and reactive dimensions of life-course agency: mapping student teachers’ language learning experiences
2014
Although the concept of agency has received a lot of interest in recent educational research, its significance in language learning biographies as well as contextual and relational aspects of learner agency are still little studied. This paper aims at a more thorough understanding of agency by studying student teachers’ previous language learning experiences. This paper is based on a dialogical analysis of 12 student teachers’ biographical essays describing their relationship with English as a foreign language. The participants are students in a Finnish class teacher and language teacher education programme that uses English as the primary medium of instruction. The study proposes a tripart…