Search results for "Opettaja"

Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions

2019

Whereas science is fundamentally a result of a dialogic debate, the authoritative approach has been conceived of as a fundamental part of school science. Dialogic interactions encompass the mutual appreciation of different ideas manifested in teacher supportiveness toward students and, in authoritative interactions, the focus is more on the science’s or teacher’s point of view. Whereas dialogic and authoritative interactions have been viewed as oppositional in recent educational research, authoritative interactions could well be the seed for and give strength and meaning to dialogic interactions, and thus, to the overall dialogue. The focus in this study is on the interplay between authorit…

Assessing (for) Understanding in the CLIL Classroom

2020

In this chapter, we conceptualise CLIL assessment as a dialogic activity in which teachers and learners share the responsibility for building learners’ understanding of subject-specific issues. We illustrate such a conceptualisation by first studying how secondary school CLIL teachers perceive classroom assessment in interviews collected in Finland and Austria. Then, by examining video data from a CLIL lesson, we show how opportunities for assessing to support learning can emerge in routine instructional interaction, and how a teacher can attend to learner talk both to develop his or her own understanding of the learner’s abilities and to promote these same abilities. Our data suggest that,…

Kieli- ja kielitaitokäsitykset tutkivan opettajan kenttäpäiväkirjamerkinnöissä

2018

This article focuses on a young teacher-researcher’s beliefs about language and language skills. The research is motivated by findings of former studies according with which teachers’ beliefs are often relatively permanent and have a strong effect on their teaching and evaluation practices. The data consists of a teacher-researcher’s diary notes from storytelling events (n=19) in which storycrafting has been used with young primary school pupils. The study was carried out by a theory-driven content analysis in order to reveal and to be able to assess teacher-researcher’s beliefs that are only implicitly present in the data: diary markings were analyzed by comparing them to widely used dicho…

Vor-und Nachteile der Digitalisierung bei der Arbeit von Sprachexpertinnen und –experten

2020

While the future of work is discussed from many perspectives, discussions on how an individual's own work tasks are changing are relatively rare (Dufva et al. 2017). This article builds on our alumni study (Selkälä, Tahkokorpi & Virtaluoto 2018), in which we discovered that despite the perceived changes in working life - often called the disruption of work - the foreign language alumni of the Oulu University have found permanent positions in the traditional professions of language graduates with relative ease. For them, the disruption of work has not affected employability or the terms of employment. To investigate how working life has changed for people in these professions, we gathered gr…

Svensklärare och elevernas dyslexi

2010

Tässä tutkielmassa tutkitaan ruotsinopettajien valmiuksia kohdata oppilaita, joilla on dysleksia. Lisäksi tutkielmassa tarkastellaan opettajankoulutuksen mahdollisia vaikutuksia tähän valmiuteen. Tutkielmassa käytetään sekä kvantitatiivisia, että kvalitatiivisia metodeja. Aineistonkeruu suoritettiin kyselylomakkeilla, jotka sisälsivät sekä strukturoituja-, että avoimia kysymyksiä. Strukturoidut kysymykset käsiteltiin kvantitatiivisesti ja avoimet kysymykset kvalitatiivisesti. Kyselyyn osallistui yhteensä 17 vastaajaa. Vastaajat koostuivat opettajista, jotka ovat suorittaneet opettajankoulutuksen auskultoinnin vuosien 1972-2005 välillä. Tulokset osoittivat, että suurimmalla osalla opettajist…

English pronunciation teaching in Finland

2013

Finnish model of peer-group mentoring: review of research.

2019

This article reviews research on the Finnish model of peer‐group mentoring (PGM). The theoretical foundation of the model is based on the constructivist theory of learning, the concept of autonomy in teaching profession, peer learning, and narrative identity work. The model has been disseminated nationwide in the educational sector to promote professional development of teachers and educational staff, mainly in primary and secondary education, but also in early childhood education and higher education. The thematic review is based on 46 peer‐reviewed publications about PGM in Finland in 2009–2019. Research has focused on the following main themes: (1) general aspects and characteristics of …

Dialogues of Joy : Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings

2019

Abstract The study focuses on teachers’ and children’s shared moments of joy in early childhood education settings and contributes new knowledge in educational research by exploring joy as a relational rather than an individual phenomenon. The theoretical and methodological framework draws on a narrative approach and Martin Buber’s dialogical philosophy. Data were gathered through video observations and diary notes in open ECE groups in Finland, with children from 2 to 6 years. The scenes of everyday life in ECE appeared to radiate an overall positive atmosphere. However, the relationship between shared joy and dialogue was multifaceted. On one hand, joyful moments between teachers and chil…

Teacher development through language-related innovation in a decentralised educational system

2021

This study explores how early childhood education and basic education teachers develop and develop innovations within the decentralised educational system of Finland. The comprehensive dataset of 20 field interviews provides a range of insights into teachers’ goals, principles, inspirations and experiences when working with a variety of language-based innovations across Finland. The ecological perspective employed in the study highlights the complex relationships between the different ecosystems of education. With the particular focus on the educator-exosystem relationship, the findings indicate how Finnish teachers respond to the expectation to continuously develop and innovate as key chan…

Språkmedvetenhet i småbarnspedagogiskt arbete – Finländska daghemspedagogers reflektioner

2019

Sammandrag: Under det senaste decenniet har Finland blivit alltmer mångspråkigt. Det syns också i styrdokumenten. I denna artikel beskrivs hur pedagoger vid ett tvåspråkigt så kallat samlokaliserat daghem resonerar kring begreppet språkmedvetenhet och hur deras diskurser förhåller sig till det som skrivs om språkmedvetenhet i Grunderna för planen för småbarnspedagogik 2016 (det nationella styrdokumentet för småbarnspedagogik). Enligt resultaten är pedagogerna medvetna om deras roll som språkmedvetna vuxna och hur de kan stödja barns språkliga medvetenhet i svenska/finska medan diskurser om annan flerspråkighet ej förekommer spontant. Studien visar att det är viktigt att diskutera språkmedve…