Search results for "opettajat"
showing 10 items of 1357 documents
Parental Involvement or Interference? : Rural Teachers’ Perceptions
2021
This research explored rural state school teachers’ perceptions concerning parental involvement in children’s education in a developing country context. The data were collected through thematic interviews with teachers of public schools situated in the rural areas of Khyber Pakhtunkhwa (KPK), Pakistan. The study findings revealed teachers’ frustration and disappointment regarding parental involvement. Teachers believed that susceptible socioeconomic circumstances and adherence to local customs hindered many parents from participating in their children’s education. In line with this, teachers frequently held negative perceptions regarding children’s parents, and these perceptions have the po…
Mentoring of newly qualified teachers. A bilateral comparison between Germany and Finland
2017
Mentoring stellt in der Begleitung von in den Beruf einsteigenden Lehrpersonen eine international gängige Praxis dar. Ausgehend von theoretischen und empirisch fundierten Annahmen wird in diesem Beitrag der Ansatz der practice architectures genutzt, um Formen des Mentorings in Deutschland und Finnland im Hinblick auf länderspezifische Verständnisse vom Berufseinstieg von Lehrpersonen und deren Professionalisierung zu untersuchen. (DIPF/Orig.) Internationally, mentoring is a well-recognized practice in supporting newly qualified teachers. Based on theoretical and empirical understanding, this paper compares mentoring practices in two countries: Germany and Finland. The theoretical framework …
Qui suis-je : Discontinuity as part of teacher identity in Canadian French immersion
2020
The scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study explores the professional identity negotiation of four French immersion teachers in Alberta, Canada, with a focus on discontinuity. Semi-structured interviews conducted face-to-face with the participants were analysed using dialogic narrative analysis. The findings highlight how discontinuity is occasioned by a change in knowledge about the French immersion teaching as a profession, encountering classroom realities, shifting one’s values concerning second language learni…
Professional agency in the stream of change: Understanding educational change and teachers' professional identities
2015
The qualitative meta-study reported here investigated Finnish vocational teachers' professional agency amid an educational reform. Differences were found in teachers' agency regarding their work, their involvement with the reform, and their professional identity. The manifestations of agency could remain stable or could change over time, and agency drew on various resources (e.g. teacher identity and the organizational management culture). The theoretical conclusions encompass professional agency as multidimensional, largely individually varied, temporally imbued, and both socially and individually resourced. Based on the findings, an agency-centered approach is proposed as a means of under…
Exploring bilingual ideology and identity of EMI medical teachers and students in China’s mainland
2022
This qualitative research in-progress investigates the bilingual ideology and identity of EMI (English-medium-instruction) teachers and students at a Chinese medical university that aims to enrich the understanding of bi/multilingualism in the EFL (English as a Foreign Language) context from domestic stakeholders’ perspectives. The researcher conducted a series of semi-structured interviews with Chinese medical content teachers and students throughout an academic term. Supplementary research materials include written materials, such as lecturers’ PowerPoint slides and institutional documents. The preliminary findings suggest that the teachers and students present diverse ideological stances…
Factors affecting Nigerian teacher educators’ technology integration : Considering characteristics, knowledge constructs, ICT practices and beliefs
2020
To provide a diverse comprehension of teachers' TPACK (Technological, Pedagogical, and Content Knowledge) and how TPACK is reflected in practice, this study examined teacher educators' (TEs') conceptions of technology integration. Specifically, the main objective of the study was to investigate the factors influencing Nigerian teacher educators' technology integration using a self-completion survey administered to Nigerian teacher educators from three schools in the southern region of Nigeria. We utilized the partial least squares structural equation modeling (PLS-SEM) approach for the data analysis. Two frameworks—TPACK and Second Information Technology in Education Study (SITES)— guided t…
Professional vision of Grade 1 teachers experiencing different levels of work-related stress
2022
This study explored teachers' professional vision by examining how teachers experiencing low, moderate and high work-related stress reason their eye-tracking recordings in terms of description, explanation and prediction. A qualitative analysis of retrospective think-aloud interviews with 24 Grade 1 teachers showed that teachers predominantly used description in their reasoning, while explanation and prediction were less frequent. The description mainly focused on teacher information/elaboration and classroom management/behaviour. Teachers with moderate stress utilised self-reflection most frequently, whereas teachers with high stress utilised it the least. The results suggest that the leve…
‘The teacher almost made me cry’ Narrative analysis of teachers' reactive classroom management strategies as reported by students diagnosed with ADHD
2016
This interview study addresses the gap in earlier research by focussing on the narratives of 13 ADHDdiagnosed Finnish students regarding teacher reactive classroom management strategies. The data are analysed through narrative analysis. Five different narrative types are identified, in which teacher behaviour is evaluated as (1) disproportionate, (2) traumatising, (3) neglectful, (4) unfair and (5) understanding. The dominant storyline e common to the first four types e constructed the narrator's transgression as contingent upon and a justified reaction to teacher conduct. The vicious cycle of coercive classroom management strategies and the culture of blame between students and teachers ar…
Oppilaiden kaikupuheen tehtävät kielellisesti epäsymmetrisissä luokkahuonekeskusteluissa
2017
Repeating the words of the conversational partners gives the persons with restricted communicative abilities a possibility for taking an active part in and exerting some control in the conversational interaction. Earlier research has approached the repeats with two different viewpoints: they have been considered either as problematic and meaningless echolalia, or as motivated communication meaningful for speakers themselves. This paper examines the functions for which students with special needs use repetition in their interaction with teachers and the ways in which teachers treat these echolalic responses in classroom talk. The research data consists of the video-recordings of lessons in o…
A Brief History of the Peer-Group Mentoring Model in Finland: Struggling for Space in a Contested Niche
2020
The aim of this article is to introduce and reflect on the development of mentoring in Finland as implemented in the form of the Peer-Group Mentoring (PGM) model. Firstly, the main characteristics and principles of the PGM model are introduced, after which experiences from implementing the model are analysed based on a literature review. We examine the following research questions: (1) How have the mentoring practices of newly qualified teachers developed towards the PGM model within the educational ecosystem in Finland? (2) How has the PGM model found its relational space (‘ecological niche’) in this ecosystem? and (3) How has PGM been experienced by mentors and mentees in terms of profess…