Search results for "ta516"
showing 10 items of 614 documents
Paternal masculinities in early fatherhood: dominant and counter narratives by Finnish first-time fathers
2013
In this article, we seek to extend understanding of the role of gender in early fatherhood by examining narratives of paternal masculinities, that is, the social and cultural constructions of gendered practices and conventions produced by men on their roles as male parents. The data comprised interviews with 44 Finnish first-time fathers (aged 20-42 years) living in a heterosexual relationship. The narrative of the “decent father,” was identified as the dominant narrative of paternal masculinity in early fatherhood. Although the narrative was characterized by some important gendered differences, it was also in line with the well-known concept of the “new father.” Two counter narratives, la…
Kohti valveutumista ja ajattelun rajoja kriittisen pedagogiikan keinoilla
2018
Katsauksessa pohdimme kriittisen pedagogiikan mahdollisuuksia lisätä opettajaopiskelijoiden kykyä jäsentää yhteiskunnallisten ilmiöiden suhdetta kasvatukseen. Esimerkkinä käytämme Lapset elämänsä valtiaiksi -hanketta, jota Tampereen ammattikorkeakoulun sosionomikoulutuksessa on toteutettu Venäjällä ja Virossa. Siinä sosiokulttuurisen innostamisen avulla, opiskelijoiden oman osallistumisen kautta, pyritään luomaan solidaarisuuteen ja tasa-arvoon kurkottavia yksilöitä. Toiminnan keskeisiä arvoja ovat yhteisöllisyys, osallistuminen, dialogi ja luovuus. Prosessin päämääränä on todellisuuden kriittinen tarkastelu ja siitä kumpuava toiminta. Kriittisen pedagogiikan sovelluksia toteutetaan yliopis…
How do novice teachers in Finland perceive their professional agency?
2015
This study investigated novice teachers’ perceptions of their professional agency during the initial years of their work in schools. The research questions were: (i) How do novice teachers perceive their professional agency within their work, and what do they see as the main restrictions and resources affecting that agency? (ii) How do novice teachers perceive their professional agency in the construction and renegotiation of their professional identities, and what do they see as the main restrictions and resources affecting their sense of agency? In theoretical terms, we adhere to a subject-centered sociocultural approach. This implies understanding subjects as active agents from a develop…
Does early reading instruction promote the rate of acquisition? A comparison of two transparent orthographies
2015
Abstract This study examines the development of children's reading skills in two transparent orthographies, Estonian and Finnish. Formal reading instruction begins one year earlier in Estonia than in Finland; thus, it was expected that Estonian children would outperform their Finnish peers in reading achievement during grade 1. In this study, 433 Estonian and 353 Finnish first graders were assessed for letter knowledge, phoneme awareness, and reading accuracy and fluency at the beginning of first grade while reading fluency and reading comprehension were assessed in the final semester of first grade. The results showed that, despite Estonian children's better reading skills at the beginning…
Facilitators, teachers, observers, and play partners : Exploring how mothers describe their role in play activities across three communities
2019
The present study explored the perspectives of mothers from three communities regarding their role in play activities with their toddlers. The mothers of two-year-old children from Muenster, Germany (n = 34), Chennai, India (n = 36), and New York City, USA (n = 36), participated in the study. Qualitative content analysis was utilized to analyze the mothers' responses to semi-structured interview questions. Four roles were identified as characterizing the mothers' narratives, namely mothers as facilitators, teachers, play partners, or observers. The goal of facilitator was to support children's autonomy; teachers often described educational learning goals; and play partners and observers hig…
Building children’s sense of community in a day care centre through small groups in play
2016
This study examines the process through which children build a sense of community in small groups in a day care centre. The study asks the following: how does children’s sense of community develop, and what are its key features? Data were collected by applying ethnographic methods in a group of three- to five-year-old children over eleven months. The results show that children’s sense of community developed through three stages. In the first stage, it evolved gradually through experiences in joint play. In the second stage, stable friendships were formed and strengthened in play. In the third and final stage, sense of community was fully established and children’s emotional bonding was stro…
The Question of Creativity in the Finnish Elementary School Curriculum
2017
This article is intended to examine the role of creative education in the design of the national curriculum and the division of lesson hours during the period 2010-2014. During this process, pupils, private citizens and experts from different fields were given the opportunity to submit their contributions to the exercise. The article intends to examine whether the curriculum development exercise fulfilled the conditions for a wide democratic consultation process. Three professional groups, elementary school teachers, artists (writers, visual arts teachers, musicians) and academic engineers (n= 1163) were the main focus of this research project. Creativity related claims, which were posted o…
Professional learning and agency in an identity coaching programme
2016
This article addresses the professional learning that occurred in an identity coaching programme. The arts-based programme aimed to enhance the participants’ professional learning, notably through helping them to process their professional identities. Professional learning was seen as resourced by the participants’ professional agency, and by the promotion of such agency. Through interviews, we investigated what the participants perceived they had learnt during the programme, and the potential differences in learning outcomes between professional groups from university and hospital contexts. The findings showed that the programme was perceived as a rich learning arena in the domains of the …
Comorbid Fluency Difficulties in Reading and Math: Longitudinal Stability Across Early Grades
2018
We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample ( N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance in the other. Comorbid difficulties had somewhat higher prevalence in third and fourth graders than in first and second graders. The stability of comorbid difficulties was found to be established from Grade 2 onward, but the stability of single difficulties increased steadily across grades. Overall, the findings emphasize the relatively strong s…
Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations
2017
This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N = 642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lowe…