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The topic of how children’s self-regulation (SR) skills occur and develop has attracted researchers for decades. In this article, we focus on the content of children’s SR skills and their relation to children’s learning, social skills and special needs in the context of Finnish early childhood education (ECE). The SR skills of 2476 children, aged 13–89 months, were evaluated in day care centres between January and May 2015. Teachers completed questionnaires assessing children's SR, social, motor, language and metacognitive skills, as well as the children’s adaptivity in peer relations and their attachment to ECE personnel. The results relate to previous studies showing how SR skills are highly related to children’s ability to cope in social interaction and in terms of gender. The boys’ SR skills were statistically significantly much weaker than girls’. Good SR skills also correlated positively with children’s performance in metacognitive and motor skills. Weak SR skills had a strong connection to the child's qualification as having special needs. Children’s SR skills may have an important role in helping children to regulate their development appropriately and to participate in creating a socially shared learning environment.

Sustainability education (SE) is included in school curricula to integrate the principles, values, and practices of sustainable development (SD) into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in Finland. There were significant differences between the subject teachers’ perceptions of their SE competence, and the frequency with which they used different dimensions of SE (ecological, economic, social, well-being, cultural) in their teaching varied. Teachers’ age had a small effect, but gender, school, and its residential location were nonsignificant factors. Teachers could be roughly classified into three different subgroups according to their perceptions of the role of SE in their teaching; those who considered three SE dimensions rather often and used holistic sustainability approaches in their teaching (biology, geography, history); those who considered two or three dimensions often but were not active in holistic teaching (mother tongue, religion, visual arts, crafts, music, physical and health education, and home economics) and those who used one SE dimension or consider only one holistic approach in their teaching (mathematics, physics, chemistry and language). Subject teachers’ awareness of their SE competence is important to encourage them to plan and implement discipline-based and interdisciplinary SE in their teaching. The specific SE expertise of subject teachers should be taken into account in teacher training and education.

To promote public understanding of science, new forms of education are actively being sought. A huge amount of information, especially about modern phenomena, is obtained in a personal way from family, friends and peer groups. Furthermore, the roles of television, libraries, magazines and newspapers, and of course by ICT and web-based reality are essential. Informal learning has often been regarded as the opposite and criticism of formal education. However, since 2000s, informal education has become a widely accepted and integral part of school system. The numbers science centres – and their visitors – have increased regularly during the last decade. Most of these forms of education can be classified as informal learning, either focused on young people via informal, out-of-school education programmes or as clearly informal learning occurring totally outside any educational institutes for young people or adults. We have to head towards the evidence based education via teacher training. There is all too much anecdotes and every-day-experiences related to science education and informal learning. There has to be more reliable link between research communities and teacher training. The role of informal learning is increasing in the modern societies – meaning the countries which are developing their societies by investing and creating opportunities for research, innovations, and education. The phenomenon is closely related to the growing impact of science and technology in our everyday lives. Lifelong learning needs new practical forms, and the formal education can learn something from the informal, open learning environments like the science centres.

The trend of utilising open learning environments and informal learning sources has a clear link to outdoor education, which bridges the gap between formal education and informal learning. According to the findings related to informal learning and its relevance to early professional development, the crucial era seems to be the first 3 years as an inexperienced teacher. Despite the long history, outdoor education needs new research methods. In Finland, the new National Curriculum 2016 underlines teaching of this “phenomenon” besides the traditional subject orientated teaching. This challenges teacher professional development at all its levels. In this study, an out-door education course for teachers and teacher trainees in Finland is evaluated using the theory and research tool of New Educational Models or Paradigms (NEMP). The main research question is to test this new research model: is it suitable when evaluating outdoor education?

In this article, holistic craft is examined with the help of the literature of craft science and the National Core Curriculum in Finland (2004). The different stages of holistic craft are brought out as a didactic guide which directs the teaching of craft in basic education. In addition, assessment criteria direct craft teachers in assessing all the stages of holistic craft in school assessment. The empirical examination can be crystallized in the following research question: To what extent do pupils’ different skills in the different stages of holistic craft determine the school assessment of crafts? The research data was collected during the school year 2013-2014. Altogether 73 craft teachers from 59 schools participated in this research. The project was directed toward 7th-grade pupils in basic education. The data of pupils (N = 982) represent the quantita-tive research method. The indicator is an application from the ready-made design task indicator which was used by the Finnish National Board of Education during the national assessment of craft in 2010. The central methodological solution is the Linear regression analysis by the enter method. The central observation is that the pupils’ skills in the different stages of holistic craft do not determine the grades of the school assessment in the 7th grade in all respects. In addition the craft teachers' views on the skills of the pupils during the 7th grade do not determine the final grades in the 6th grade of the lower level at all. The craft teachers' views on the skills of the pupils are not based on the idea of holistic craft in all respects. The instructions and criteria, in accordance with the National Core Curriculum in Finland (2004), must be taken into the school assessment at the practical level.

Tavoitteet. Tutkimuksen tavoitteena on tarkastella Kotitalous-lehden ravitsemusta ja ruoan-valintaa koskevia kirjoituksia ja selvittää niiden perusteella suomalaisten ruoankäytössä il-menneitä muutoksia vuosien 1952–1982 välisenä aikana. 1950-luvun alussa elintarvikkeiden säännöstelyn päättyminen ja jatkuvasti lisääntyneet ruoanvalinnan mahdollisuudet elin-tarvikkeiden määrän lisääntyessä, saivat aikaan tiedon tarpeen, johon pyrittiin vastaamaan koko tutkimusajanjakson ajan. Tutkimuksessa selvitetään tarkemmin, miten kansanravitse-musongelmat, ruokakulttuuri ja ravitsemuksen opetus näkyvät Kotitalous-lehtien kirjoituksissa. Tutkimusaineistosta selvitetään myös kirjoitusten keskeinen viesti, niiden sisällössä ja asioiden tarkastelussa tapahtunut muutos sekä kirjoitusten määrä. Tutkimuskysymykset 1. Miten kirjoitukset heijastavat kansanravitsemusongelmien ratkaisuja? 2. Miten ruokakulttuurin muutos näkyy kirjoituksissa? 3. Miten ravitsemuksen opetus näkyy kirjoituksissa? Menetelmät. Tutkimuksen aineisto koostui vuosien 1952–1982 Kotitalous-lehdistä, joita oli yhteensä 300 kappaletta ja, joissa oli yhteensä noin 1500 artikkelia. Näistä ravitsemusta ja ruoanvalintaa koskevia artikkeleita oli 352 kappaletta. Laadullisen aineiston analyysi tehtiin näistä artikkeleista käyttäen teoriasidonnaista sisällönanalyysia. Tulokset ja johtopäätökset. Tutkimusajanjakson alussa Kotitalous-lehtien kirjoitukset ohjeis-tivat puutostaudeista selviämiseen ja oikeanlaisen ravinnon koostamiseen, kun taas tutki-musajanjakson edetessä annettiin enemmän neuvoja ravintoaineiden saannista sekä uusien kansantautien kuten lihavuuden ja sydän- ja verisuonitautien ehkäisystä. Välttämättömät ravintoaineet sekä rasvan ja sokerin saanti olivat merkittävässä osassa lehtien kirjoituksissa. Ruokakulttuurin muutos näyttäytyi kirjoituksissa ruoan määrän ja valikoiman lisääntyessä yhä enemmän, jolloin ruokakulttuuri monipuolistui ja sai vaikutteita esimerkiksi ulkomailta. Ravitsemussuositukset ja ravitsemusn, Purpose. The purpose of this study is to examine articles on nutrition and food choices in Kotitalous-magazine and to focus on the changes that have occurred in Finnish peoples food habits during 1952–1982. The end of food rationing in the beginning of the 1950’s to-gether with continuous increase in the food assortment created a need for information. The magazine tried to fill this need as the research period went on. The study explores how na-tional nutrition problems; food culture and nutritional education are illustrated in articles published in Kotitalous-magazine. The pivotal message in their content, the changes of perspective in the writing and their frequency is analysed from the data. The research questions are: 1. How do the articles reflect on solutions to national nutritional problems? 2. How are changes in food culture reflected in the articles? 3. How is nutritional counselling and teaching reflected in the articles? Methodology. The data consists of Kotitalous-magazines from 1952 to 1982, which con-sists of 300 issues containing 1500 articles in total. Off the aforementioned articles 352 concern nutrition and nutritional choices. The qualitative analysis of the material was done by analysing the content of these articles in relation to the relevant theoretical background. Results and conclusions. At the beginning of the researched time period articles in Kotital-ous-magazine instructed people how to survive deficiency diseases and the composition of right kinds of nutrition while the focus shifted more towards the preventing of new public health issues like cardiovascular diseases as the research period went on. The intake of essential nutrients, fats and sugars played a major role in the magazine articles. The change in food culture was presented in the articles as the amount and assortment of foods available increased more and more. That was when the food culture began to diver-sify and took on influence from for example abroad. Dietary recommendat

Tavoitteet. Tämän kasvatustieteen pro gradu -tutkielman tarkoituksena oli selvittää noviisi-luokanopettajan syitä päättää opettajan ura vain muutama vuosi valmistumisensa jälkeen. Lukuisat aiemmat tutkimukset ovat osoittaneet opettajien induktiovaiheen haastavuuden ja työyhteisön tuen tärkeän merkityksen induktiovaiheesta selviytymiseksi. Myös opettajien alanvaihto noviisivuosien aikana on herättänyt keskustelua pätevien opettajien riittävyydestä tulevaisuudessa, minkä vuoksi induktiovaiheen tukeminen työelämään kiinnittymiseksi on merkittävä. Tutkielman tavoitteena on lisätä tietoa opettajan työn poistyöntävistä tekijöistä noviisiluokanopettajien induktiovaiheessa, ja antaa siten keinoja onnistuneeseen no-viisiopettajan työhön sitoutumiseen. Menetelmät. Tutkielmassa perehdyttiin lopettamispäätöksen tehneen noviisiluokanopettajan ajatuksiin lopettamiseen johtaneista syistä ja niiden merkityksestä. Tutkielmaan haastateltu noviisiopettaja oli haastattelun hetkellä tehnyt töitä opettajana puolitoista vuotta. Tutkielma on laadullinen tapaustutkimus, ja se soveltaa fenomenologis-hermeneuttista metodia. Ai-neisto tutkielmaan kerättiin puolistrukturoidulla teemahaastattelulla ja saatu aineisto ana-lysointiin teoriasidonnaisen teema-analyysin keinoin. Tulokset ja johtopäätökset. Noviisiopettajan lopettamispäätökseen vaikutti työyhteisö, työ-aika, työmäärä sekä tuen puute. Näiden tekijöiden vuoksi noviisiopettajan oma näkemys ja työn todellisuus eivät vastanneet toisiaan ja tuottaneet siten noviisiopettajalle tyytyväisyyttä työssään. Työssä pysyvyyttä tuottaneet asiat olivat oppilaat ja opettamisen ilo sekä opetta-jan henkilökohtaiset kehitystarpeet ja tunnollisuus. Myös opettajan kutsumus alalle ja kiin-nostus kasvatusta ja koulua kohtaan laittoivat vastaan lopettamispäätöksen syntyessä. No-viisiopettajien lopettamispäätöksen voidaan siis nähdä syntyvän usean sekä henkilökohtai-sesti että ulkoisesti vaikuttavan tekijän tuloksena. Tutkielma antaa kokemusperäistä ja hen-kilök, Aims. The aim of this research was to study the reasons why novice teachers decide to leave the teaching profession only a few years after graduation. Previous studies have shown the difficulties of teacher induction and the importance of support during the induction phase. Teachers’ career changing has become a common issue, and has raised a conversation about the sufficiency of qualified teachers in the future. This demonstrates the importance of support during the induction phase. The purpose of this research is to increase to knowledge about the forbidding factors present in teachers’ work and thus give tools to successful commitment of novice teachers. Methods. This study is a qualitative case study and phenomenological in approach. The data were collected by a semi-structured theme interview on a quitting novice teacher. The teacher’s thoughts about her decision and the reasons to quit teaching were discussed during the interview. The person had worked as a teacher for a year and a half when the interview was conducted. Gathered data was analysed by using a theory-driven thematic analysis. Results and conclusions. The reasons for the teacher’s quitting were influenced by the work-place, working time, amount of work and the lack of support. Due to these factors the novice teacher’s image and the reality about teaching were not corresponding and giving her satis-faction from the work. The joy of teaching and the pupils were seen as a reason to not quit teaching. The teacher also had personal development targets and was too conscientious to quit teaching immediately. The call to teach and interest in education and school resisted the quitting decision. The novice teachers’ decision to quit seems to have arisen from various cru-cial factors, both internal and external. In all, this research gave some empirical and intimate knowledge about the phenomena that have been studied very little before in Finland. The study also demonstrated current issues and important th

Tiivistelmä - Referat - Abstract Tässä tutkielmassa haluan nostaa tietoiseksi ja näkyväksi peuhuleikin tärkeyden. Peuhuleikkiä käsittelen tarkemmin seuraavista näkökulmista; peuhuleikki vai aggressio, poikien ja tyttöjen peuhuleikki ja peuhuleikin hyödyt. Lisäksi käsittelen lyhyesti vertaissuhteita ja yhteisöllisyyttä. Tutkimuskysymykseni ovat muotoutuneet tutkijoiden tutkimusten ja omien kokemusteni perusteella. Tutkielmani teoreettisena viitekehyksenä on sosio-konstruktivistinen oppimisnäkemys, johon kuuluvat oppimisen yhteisöllisyys sekä tiedon rakentuminen jakamalla ja työstämällä sitä muiden kanssa. Tutkimuskysymykseni ovat: Minkälaisissa tilanteissa peuhuleikki saa alkunsa? Minkälainen on peuhuleikin rakenne erilaisissa tilanteissa? Miten peuhuleikki, riehuminen ja aggressiivisuus eroavat toisistaan? Teoriaosuus koostuu peuhuleikistä kirjoitettujen tutkimusartikkelien pohjalta. Suomenkielellä aiheesta ei löydy tutkimuksia. Tutkimuksessani videoin kahtatoista, erään integroidun erityisryhmän, 4 – 5 vuotiaiden lasten leikkitilanteita. Tutkimusaineistoni koostui video-episodeista, joita oli 38. Aineistoni keräsin loppusyksystä 2014 ja kevään 2015 aikana. Video-materiaalia oli 253,91 minuuttia. Video-aineistoni kymmenestä episodista tein content logeja. Content logien sisällön kuvasin molekulaariselta- ja molaariselta tasolta. Molaarisen tason analysoin skriptin näkökulmasta. On tärkeää mahdollistaa lasten leikki erilaisissa tilanteissa ja paikoissa. Leikkitilalla on suuri merkitys siihen, minkälainen leikki valitaan ja millaiseksi se muotoutuu. Tila houkuttelee tietynlaiseen leikkiin ja näin suuntaa lasten ajatuksia leikistä. Leikkiminen on elintärkeää ja kaikenlainen leikki, myös peuhuleikki, tuottaa lapsille iloa ja vahvistaa heidän sosiaalisia taitojaan. Video-episodien avulla olen pyrkinyt osoittamaan, että peuhuleikkikin on tärkeää. Peuhuleikki on kuitenkin vain pienen pieni osa liekki kokonaisuudesta. Mielestäni aikuiset tarvitsevat ”peuhuleikkisilmälasit”, Tiivistelmä - Referat - Abstract In this thesis, I want to raise awareness, visibility and the importance of R & T play. About R & T play, I discuss in more detail in following aspects; R & T play or aggression, boys’ and girls’ R & T play and the benefits of R & T play. In addition, I deal briefly with peer relationships and a sense of community. My research questions have been formed on researchers’ studies and based on my own experiences. My thesis theoretical framework is a socio-constructivist view of learning, including learning community, as well as building of knowledge sharing and processing it with others. The research questions are: what types of situations R & T play get started? What is the structure of R & T play in different situations? How R & T play, rampage and aggressiveness differ? The theoretical part is composed on the basis of written R & T play research articles. There is no research articles about R & T play in Finnish language. In my research I videotaped twelve, one integrated special group, 4 to 5 year old children’s play situations. Research material consisted of video episodes that had a total of 38. Research material I collected in late autumn 2014 and spring 2015. Total video material was 253.91 minutes. About 10 Video-file episodes I did content logs. Content logs I described of molecular- and the molar level. Molar level I analyzed about the script point of view. It is important to allow children's play in different situations and locations. Fun mode has a big impact on what kind of play is chosen and how it is formed. State attracts a certain kind of play and thus the direction of children's ideas of play. Playing is vital and all forms of play, also R & T play, produces joy to children and strengthen their social skills. With the help of the video-episodes, I tried to show that also R & T play is important. However, R & T play is only a tiny part of the whole play-flame. I think adults need "RTP-eyeglasses", see R & T play first a

Tutkimuksen tarkoitus on tuottaa uutta tietoa suomalaiselle varhaiskasvatukselle tutkimalla Prabhat Ranjan Sarkarin neohumanistista filosofiaa. Se on suhteellisen vähän tunnettu kasvatusfilosofia, johon neohumanistinen kasvatus perustuu. Arvot ja kasvatukselliset näkemykset ohjaavat kasvattajan käytännön työtä ja siksi erilaisten kasvatusfilosofioiden syvällinen tuntemus auttaa kasvattajaa tekemään oikeita valintoja käytännön työssä. Tutkimus keskittyy keskeisen käsitteen, universalismin, selkeyttämiseen. Tarkoitus on selvittää miten Sarkar kuvaa universalismia kirjoituksissaan. Kirjasta Liberation of Intellect: Neohumanism kirjoitettiin kommentaari, jotta neohumanistisen filosofian käsitteet voitaisiin eritellä ja selkeyttää. Universalismin käsite todettiin keskeiseksi ja valittiin tutkimuksen kohteeksi. Systemaattinen analyysi suoritettiin kirjoituksista, joissa universalismi mainittiin. Ensisijainen materiaali oli Liberation of Intellect: Neohumanism, jossa Sarkar esittelee neohumanistisen filosofian. Toissijainen materiaali koostui The Electronic Edition of the Works of P.R. Sarkar V7.5 kirjoituksista, joissa universalismi mainittiin. Tutkimusaineisto koostui yhteensä 36 lainauksesta, jotka olivat peräisin 28 eri artikkelista. Lainaukset analysoitiin, jotta selvitettäisiin miten Sarkar kuvaa universalismin käsitettä. Tulokset osoittavat että Sarkar kuvaa johdonmukaisesti universalismia henkisyyteen perustuvaksi rakkaudeksi kaikkia olentoja kohtaan. Universalismin käsitettä, neohumanistista filosofiaa ja neohumanistista kasvatusta käsiteltiin pohdinnassa suomalaiseen varhaiskasvatukseen liittyen., The purpose of this research is to explore neohumanist philosophy by Prabhat Ranjan Sarkar in order to produce new information to the early childhood education in Finland. It is an educational philosophy, which neohumanist education is based on, and it is relatively unknown to the professional educators. The values and educational ideas guide the practical work of educators and that is why profound knowledge of different kinds of educational philosophies helps the educator to make the right choices in the practical work. This research is focused on clarifying the central concept of universalism. The purpose is to find out how Sarkar describes universalism in his writings. A commentary was written of the book Liberation of Intellect: Neohumanism to separate and clarify the concepts of neohumanist philosophy. Concept of universalism was found to be a central concept and it was chosen as the focus of this research. A systematic analysis was done of writings where the concept of universalism was mentioned. The main material was the book Liberation of Intellect: Neohumanism where the central concepts of neohumanist philosophy were introduced by P.R. Sarkar. Secondary materials were writings from The Electronic Edition of the Works of P.R. Sarkar V7.5 where the concept universalism was mentioned. All together there were 36 quotes from 28 different articles which were included in this research. These quotes were analyzed to clarify how Sarkar describes the concept of universalism. The results show that Sarkar describes quite consistently universalism as a spiritually based love towards all beings. The concept of universalism, neohumanist philosophy and neohumanist education were discussed in the context of Finnish early childhood education.

Tavoitteet. Tutkielman tavoitteena on tutkia opetusmuotoja draamatunneilla ja selvittää onko niiden käytöllä yhteys oppilaiden ryhmäluovaan toimintaan. Tutkimuskirjallisuuden pohjalta opetusmuodot nähtiin opettajan keinoina sitouttaa oppilaita draamatuntien toimintaan sekä lisätä heidän kiinnostustaan eli maksimoida oppilaiden oppiminen. Tutkielman ensimmäisen ja toisen tutkimuskysymyksen avulla oli tarkoitus selvittää, minkälaisia opetusmuotoja tutkituilla draamatunneilla esiintyy sekä onko opetusmuodoilla yhteys ryhmäluovaan toimintaan draamassa. Kolmantena tutkimuskysymyksenä pohdin The Classroom Assessment Scoring System™ (CLASS) –havainnointityökalun soveltuvuutta draamakasvatuksen analysoimiseen ja esittelen omia ajatuksiani sen kehittämiseksi. Menetelmät. Tutkimus on laadullinen tapaustutkimus. Tarkastelun kohteena olivat opetusmuodot 1. -3. luokan draamatunneilla. Tutkimusaineisto koostui neljän draamaan erikoistuneen opettajan videoiduista draamatunneista, joita oli yhteensä kahdeksan oppituntia. Aineisto analysoitiin CLASS-mittarin avulla tutkien erityisesti opetusmuotojen esiintymistä draamatunneilla sekä opetusmuotojen mahdollista yhteyttä ryhmäluovaan toimintaan. Analyysin keskiössä olivat opettajan toiminnan sekä käytettyjen draaman työtapojen vaikutus oppilaiden kiinnostukseen sekä toimintaan sitoutumiseen. Tulokset ja johtopäätökset. Tutkitut tunnit saivat CLASS-mittarilla mitattuina opetusmuotojen näkökulmasta keskitason arvoja sekä korkeita arvoja (4-6 asteikolla 1-7). Opettajan toiminnassa keskeisiksi oppilaiden sitoutumista sekä ryhmäluovuutta edistäviksi tekijöiksi nousivat opettajan oma osallistuminen, läsnäolo, oppilaiden toiminnan tukeminen sekä fokusoiminen, oppimistavoitteiden selkeä esittäminen ja hyväksyvän sekä avoimen ilmapiirin luominen luokkaan. Draaman työtavoista oppilaiden ryhmäluovuutta sekä aktiivista osallistumista tukevat parhaiten ne, joissa hyödynnetään pienryhmätyöskentelyä. Erityisesti pienryhmissä tapahtuva yhteinen suunni, Objectives. The academic relevance of this study is to increase knowledge of the factors that improve the quality of drama education. The study uses Instructional Learning Formats (hereinafter referred to as ILF) as the starting point. The first research question examines what kinds of ILF’s were employed in the analysed drama lessons. The Second research question aims to find out if those ILF’s are linked to group creativity during drama. The third and final research question scrutinizes the suitability of The Classroom Assessment Scoring System™ (CLASS) observation instrument to analyse drama lessons. Methods. This study is a qualitative case study. The main focus of the research were the different ILF’s employed in first to third grade drama lessons. The research material consisted of eight taped drama lessons held by specialized drama teachers. The material was analysed by using the CLASS observation instrument focusing on the use of ILF’s during drama classes and does their use generate group creativity. The main factors that were examined were the influence of teacher’s behaviour and the methods used by the teacher on student’s staying interested and committed to teaching activities. Conlusions. The examined lessons received mid and high range scores (4-6, scale being 1-7). Central factors to engaging students and increasing group creativity were the teacher’s personal involvement, presence, facilitating student’s engagement, clarity of learning objectives and creating an understanding and open-minded atmosphere in class. The best drama methods to support group creativity are those that utilize work in small groups. Especially consensual planning in small groups improves the possibility for students to participate, present their own ideas and to strive to find creative solutions together to hypothetical problems presented during drama.

This study is a part of a large research project developing drama teacher education at Helsinki University’s Department of Teacher Education. The purpose of this study is to examine the classroom climate in drama lessons taught by teacher trainees. Verbal and nonverbal interactions are studied with The Classroom Assessment Scoring System, which is a well known and proven observation instrument developed to assess classroom quality. The other objective of this study is to explore how suitable the CLASS-instrument is for studying drama lessons that differ from normal classroom teaching. Previous studies have proved that good classroom climate affects pupils’ school success and self-esteem. Thus, the climate that prevails in a classroom is not insignificant. The results of this case study (N=6) indicate that even though drama teaching is sometimes challenging the pupils can still experience several positive sensations in those lessons, which can improve classroom climate and interaction skills.

This article provides the theoretical underpinnings for an innovative international collaborative project in the field of geography education named GeoCapabilities. The project attempts to respond in new ways to enduring challenges facing geography teachers in schools. These include the need to find convincing expression of geography's contribution to the education of all young people and coping with the apparent divergence of geography in educational settings and its highly disparate expression as a research discipline in university departments. The project also hopes to contribute to the development of a framework for communicating the aims and purposes of geography in schools internationally, because here, too, there is great variety in definitions of national standards and even of disciplinary allegiances (including, e.g., the social studies, humanities, and biological sciences). GeoCapabilities does not seek to flatten such divergences, for one of geography's great strengths is its breadth. The long-term goal is to establish a secure platform for the international development of teachers' capacities as creative and disciplined innovators. The project encourages teachers to think beyond program delivery and implementation and to embrace their role as the curriculum makers.

Craft education has held a permanent place in Estonian and Finnish schools, although its value and appreciation have changed over time. The aim of the article is to discuss the necessity of craft education in today’s world and its possible impact on the development of children and adolescents. The discussion seeks a theoretical interdisciplinary explanation using three perspectives that complement each other. The first describes the challenges of modern society with respect to individual development and schooling. The second deals with Aaron Antonovsky's theory of generalized resistance resources and an individual's possibility to manage in a stressful society. The third addresses the individual as a developing neurological being, along with the effect of learning and practicing motor skills on the human brain. We conclude that craft is a multidisciplinary phenomenon, and that learning and practicing crafts promotes the comprehension of diversity and challenges in life. Additionally, educational craft enriches the learning environment, offering opportunities to develop transferable skills that human beings constantly need in society. In addition, craft provides a balanced way to come to understand the world and one’s role in it, by simultaneously promoting motor and cognitive development and making unique demands on one’s being.

Keywords: Craft teaching, scaffolding, embodiment, interaction, video graphic method

GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children's learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children's reading performance but also to raise teachers' and parents' awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.

Scientists have studied the development of the human mind for decades and have accumulated an impressive number of empirical studies that have provided ample support for the notion that early cognitive performance during infancy and childhood is an important predictor of later cognitive performance during adulthood. As children move from childhood into adolescence, their mental development increasingly involves higher-order cognitive skills that are crucial for successful planning, decision-making, and problem solving skills. However, few studies have employed higher-order thinking skills such as complex problem solving (CPS) as developmental outcomes in adolescents. To fill this gap, we tested a longitudinal developmental model in a sample of 2,021 Finnish sixth grade students (M = 12.41 years, SD = 0.52; 1,041 female, 978 male, 2 missing sex). We assessed working memory (WM) and fluid reasoning (FR) at age 12 as predictors of two CPS dimensions: knowledge acquisition and knowledge application. We further assessed students' CPS performance 3 years later as a developmental outcome (N = 1696; M = 15.22 years, SD = 0.43; 867 female, 829 male). Missing data partly occurred due to dropout and technical problems during the first days of testing and varied across indicators and time with a mean of 27.2%. Results revealed that FR was a strong predictor of both CPS dimensions, whereas WM exhibited only a small influence on one of the two CPS dimensions. These results provide strong support for the view that CPS involves FR and, to a lesser extent, WM in childhood and from there evolves into an increasingly complex structure of higher-order cognitive skills in adolescence.

Tavoitteet: Nykyisessä kasvatuskeskustelussa innostaminen nähdään 2000-luvun lapsilähtöisen ajattelun ja toiminnan tuloksena. Näihin liittyvät osallisuus ja toimijuus ja yhteisölähtöisyys, joita on tutkittu mm. Vkk-Metron osallisuushankkeessa päiväkodeille (2010) ja Koulu Kaikkialla –hankkeen Oppimisen Silloissa (2012). Sosiaalipedagogiassa ja vapaassa sivistystyössä on tunnettu Leena Kurjen (2000) sosiokulttuurisen innostamisen teoria, jossa on piirteitä eri teorioista ja käytännöistä. Tekemässäni tutkimuksessa haetaan yhteyttä Kurjen sosiokulttuuriseen innostamiseen nykyisistä lapsilähtöisistä ajatuksista ja Vygotskyn sosiokulttuurisesta teoriasta. Tutkimuksessa sovelletaan ja kokeillaan sosiokulttuurista innostamista draaman keinoin sekä selvitetään, millä tavoin innostaminen näkyy yhteisöllisyytenä, toimijuutena ja osallisuutena päiväkodin esiopetusryhmässä. Menetelmät: Tutkimus toteutettiin päiväkodissa pääkaupunkiseudulla keväällä 2012. Kohderyhmä oli 24 lapsen esiopetusryhmä. Tutkimus soveltaa kvalitatiivisia tutkimusmenetelmiä ja siinä oli piirteitä toimintatutkimuksesta, jossa tutkija itse oli toiminnan vetäjä, innostaja ja osallistuva havainnoitsija. Havainnoinnin aste oli täydellinen osallistuminen. Interventiona oli draama, jonka lähtökohta oli ryhmän pitkäaikainen eläinteema ja Korkeasaari-retki. Toiminnan toteutumista suunniteltiin ja arvioitiin päivittäin Kurjen teorian pohjalta sovelletun innostamisen kehikon avulla. Aineiston keruumenetelmä oli havainnointi, muistiinpanot sekä video- ja tutkimuspäiväkirja. Analyysissa hyödynnettiin sisällön analyysia. Tulokset ja johtopäätökset: Yhteisöllisyys näkyi lähikehityksen vyöhykkeellä vertaisoppimisena esimerkiksi piirtämisessä. Emotionaalisella lähikehityksen vyöhykkeellä innostaminen loi innostamista. Tämä näkyi toisten kannustamisena ja draamaesitysten arvostamisena sekä oman toiminnan intona. Neuvottelut käytiin usein sanattomasti, toiminnan kautta. Toimijuus ilmeni ideoiden esittämisenä ja toteuttamise, In a recent pedagocical debat the animation is seen as a result of a child-oriented education. It includes terms communality, agency and participant, which were studied at VKK-metro’s participation- and Billding bridges -projects. In a social pedagogy and a free education is known sosiocultural animation, that has come to Finland by Leena Kurki (2000). In this study a connection to Kurki’s sociocultural animation is searched from todays’s child-oriented thoughts and from Vygotsky’s sociocultural theory. This study applys and experiments sociocultural animation by the means of drama, and examines in which ways animation appears as communality, agency and participation in a kindergarten preschool group. Methods: This study was made in spring 2012 in a daycarecenter near Helsinki and it took six days. The target group of the educational experiment was 24 children. This study applies qualitative research methods and there are forms of action research, where the researcher is a facilitator and participating observer.The data collection method was observation, notebook and video- and research diary. In the analysis of the data is utilized content analysis. Results and conclutions: Communality was seen at the Zone of proximall developmnet as peer learnig for example in drawnings. At the emotional Zone of proximall development animation created animation. This was shown as cheering of others, appreciation of drama performances and as enthusiasm in ones own activity. Negotiations where often non-verbal and handled through operation. Agency was shown as expression and realization or non-realization of ideas. If necessary, help was sought from a more capable individual and an adult was sought for attention and acknowledgement. Participation was shown as mutual ideation, doing, evaluation, decision making and diverse creation of culture between adults and children. Hence animation increased the culture of communality where children can learn, open up and engourage themselves to

Tavoitteet. Tutkimukseni tarkoitus oli selvittää, miten kertolaskujen oppimista tuetaan kouluissa käytössä olevien opettajan oppaiden harjoituksissa sekä sitä, miten opettajat tukevat opetuksessaan kertolaskujen oppimista. Tutkimusongelmani ovat seuraavat: 1. Millä tavoin matematiikan 2. luokan opettajan oppaat tukevat kertolaskujen oppimista? 2. Miten opettaja tukee kertolaskujen oppimista? Menetelmät. Tutkin kolmen eri kirjasarjan 2. luokan matematiikan opettajan opasta: Matikka 2, Open Kymppi 2 ja Tuhattaituri 2. Keskityin tutkimaan oppaista kertolaskuun johdattelevan sekä kertolaskuja opettavien kappaleiden opettajalle suunnattuja harjoituksia. Oppaiden lisäksi tutkin kolmea kouluissa tällä hetkellä opettavaa luokanopettajaa. Opettajien tutkimukseen käytin stimulated recall -menetelmää. Kuvasin opettajilta yhden kertolaskujen opetustunnin ja haastattelin opettajia erikseen kertolaskujen opetuksesta yleisesti sekä tämän tunnin pohjalta. Tutkimukseni oli laadullinen tapaustutkimus. Luokittelin molempien tutkimusten tulokset teorialähtöisellä sisällönanalyysillä, jonka analyysirunko pohjautui kertolaskujen oppimisen sekä aritmeettisen käsitteenmuodostuksen teoriaan. Opettajan oppaat analysoin Beredayn vertailevalla analyysilla ja opettajien haastattelutulokset teemoittelun avulla. Tulokset ja johtopäätökset. Opettajan oppaiden tuloksena oli, että Matikka painotti yhteen- ja kertolaskujen yhteyttä sekä kertolaskujen oppimista konkreettisten strategioiden vaiheessa ja laskujen ymmärtämistä lukumäärinä. Open Kymppi tuki lukujonotaitoja enemmän kuin muut tutkittavat oppaat. Open Kymppi sisälsi paljon mekaanista toistoa painottavia harjoituksia. Oppaan heikkoutena oli, että se tuki muita oppaita heikommin oppimisen tasoja ja matematiikan kieliä. Tuhattaiturin harjoitukset tukivat kertolaskujen oppimista tasaisesti, mutta osa oppaan harjoituksista toisti itseään. Lukuja 0 ja 1 kertolaskuissa tuettiin Tuhattaiturissa muita oppaita heikommin. Kaikki oppaat tukivat toiminna, Objectives. The aim of this study was to investigate primary school 2nd grade math teacher’s guides as well as class teachers, for the learning support features in multiplication. The related research problems are following: How the teacher’s guides for the mathematics support students of 2nd grade in learning of the multiplication? How the selected 2nd grade class teachers support the learning features in their multiplication lessons? Methods. This study is divided into two parts. The first part is a qualitative study of 2nd grade math teacher’s guides, where three different book series (Matikka 2, Open Kymppi 2 and Tuhattaituri 2) were studied based on the theory-driven content analysis. The exercises from the book series were divided into several studied features: the steps of the arithmetic concept formation, understanding the calculation procedure with whole numbers, sequence skills, Bruner’s learning theory and Fuson’s language of mathematics. All the features were analyzed with Bereday’s comparative analysis. The second part is a case study, where three independent 2nd grade class teachers were studied with the method of stimulated recall. All the teachers were monitored and videotaped during one multiplication lesson and interviewed afterwards about the teaching of multiplication in general and based on the videotaped lecture. The interviews were analyzed with thematic analysis. The results and conclusions. The math teacher’s guide Matikka 2 emphasizes the connection be-tween addition and multiplication as well as the learning period during the stage of concrete strate-gies. Sequence skills were supported the most in the Open Kymppi 2 guide, which had many exercises emphasizing mechanical repetition. On the other hand, the three stages of representation and mathematic languages were less supported in Open Kymppi 2 than in the other guides. The exercises in the Tuhattaituri 2 supported the learning features of the multiplication fairly evenly, although some o

Motoriset perustaidot ovat keskeinen osa koulujen liikuntakasvatusta sekä nykyisissä ope-tussuunnitelmissa että vuonna 2016 voimaan astuvissa valtakunnallisissa opetussuunnitel-mien perusteissa. Tulevassa opetussuunnitelmauudistuksessa motoristen perustaitojen merkitys liikunnanopetuksessa tulee kasvamaan entisestään merkittävästi, kun lajilähtöises-tä opetuksesta siirrytään kohti perustaitojen opettamista. Oppilaiden liikuntataitojen paran-tamisen ohella motoristen taitojen harjoittelun avulla pyritään parantamaan myös oppilaiden ajattelu- ja oppimistaitoja. Motorisista perustaidoista on tehty monia erilaisia tutkimuksia niin Suomessa kuin kansainvälisestikin. Etenkin motoristen perustaitojen merkitystä ihmiselle sekä motoristen taitojen ja fyysisen aktiivisuuden välistä yhteyttä on tutkittu useissa tutki-muksissa. Tämän tutkimuksen tarkoituksena on tutkia liikuntaa opettavien opettajien käsi-tyksiä motorisista perustaidoista, sekä heidän käsityksiään omista tiedoista ja taidoista opet-taa ja arvioida motorisia perustaitoja. Lisäksi tutkimuksen tarkoituksena on selvittää ovatko opettajat saaneet tarpeeksi koulutusta motoristen perustaitojen opettamiseen sekä ovatko he osallistuneet täydennyskoulutuksiin ja kokevatko he täydennyskoulutuksen tarpeelliseksi. Tutkimus on laadullinen tapaustutkimus. Tutkimusaineisto koostui yhteensä kahdeksan lii-kuntaa opettavan opettajan teemahaastatteluista. Haasteltavista kaksi oli peruskoulun ylä-luokkien ja lukion liikunnanopettajia ja kuusi muuta haastateltavaa olivat alaluokkien luo-kanopettajia, jotka opettavat myös liikuntaa. Haastateltavat valittiin tutkimukseen koulutus-taustansa mukaan niin, että tutkimuksessa on mukana kaksi liikuntatieteiden maisteria, kak-si opettajaa, jotka ovat opiskelleet liikunnan aineopinnot eli pitkän sivuaineen sekä kaksi opettajaa, jotka ovat lukeneet liikunnan lyhyen sivuaineen (25op.). Kahdella haastateltavalla ei ole liikunnan pakollisten opintojen sekä valinnaisten opintojen lisäksi muita lii, Fundamental movement skills are an irreplaceable part of the Finnish curriculum for basic education school. Fundamental movement skills have even more prominent role in physical education when renewed core curriculum will be implemented in 2016. The new core curric-ulum emphasizes fundamental movement skills the main focus of the physical education is no longer in different sports but to emphasize fundamental movement skills. Fundamental movement skills are an essential part of students daily movement skills. Developing funda-mental movement skills will also improve students thinking and studying competencies. There have been previously published several studies and theses about fundamental movement skills. Different theses have estimated relationship between physical activity and fundamental movement skills or the general importance of fundamental movement skills for the pupils. The main purpose of this thesis is to survey how teachers generally conceptual-ize fundamental movement skills. What are the conceptions about their own competencies and knowledge to teach and evaluate fundamental movement skills. The second purpose is to find out are there any differences between teachers conceptions. Furthermore, the last purpose of these thesis is to survey does teachers have enough education about fundamen-tal movement skills and have they received any further education about these skills during the career. The methodology of this case study is qualitative research and the objective was to use a theme interview approach to formulate the results. The study consists of two interviews of physical education teachers and six interviews of class teachers who also are physical edu-cation teachers. The interviewed subjects were precisely selected by their educational backround. The data was analyzed by phenomenographic analysis and content analysis. Some significant differences were found between teachers conceptions about fundamental movement skills. According to teachers, the

Tavoitteet. Erityisoppilaiden määrä yleisopetuksen luokissa on Suomessa ollut viime vuosina jatkuvassa kasvussa. Tämän tutkimuksen tarkoituksena on selvittää kuinka hyvin luokan-opettajat, aineenopettajat ja erityisopettajat kokevat pärjäävänsä työssään erityisen tuen op-pilaita kohdatessaan, ja mitkä asiat heidän osaamisen kokemuksiinsa vaikuttavat. Erityistä huomiota kiinnitetään siihen miten erityispedagogiikan opinnot ja opetuskokemus vaikuttavat opettajien osaamiseen erityisoppilaiden opettamisen suhteen. Tutkimus toteutetaan osana vaativaan erityiseen tukeen kohdistuvaa VETURI-hanketta, jonka tarkoituksena on kartoittaa erityisen tuen oppilaiden opetuksen nykytilaa Suomessa, ja myöhemmin hyödyntää tätä tie-toa täydennyskoulutuksen järjestämisessä. Menetelmät. Tutkimus suoritettiin kvantitatiivisin tutkimusmenetelmin. Tutkimusaineisto ke-rättiin kyselylomakkeella satunnaisesti kouluista eräässä suomalaisessa kaupungissa. Kyse-lylomakkeeseen vastanneiden luokanopettajien, aineenopettajien ja erityisopettajien (N=118) vastauksia analysoitiin SPSS-ohjelmalla. Tilastollisten tunnuslukujen avulla kuvattiin opetta-jien osaamisen tasoa eri osa-alueilla erityisen tuen oppilaita opetettaessa. Erityispedagogiikan opintojen vaikutusta opettajien osaamiseen tutkittiin yksisuuntaisen varianssianalyysin avulla. Opetuskokemuksen vaikutusta opettajien osaamiseen tutkittiin yleisen opetuskokemuksen osalta Mann-Whitneyn U-testillä ja erityisopetuskokemuksen osalta kahden riippumattoman otoksen t-testillä. Tulokset ja johtopäätökset. Tulokset osoittivat, että opettajat joilla oli suoritettuna erityispeda-gogiikan perusopinnot tai laajat erityispedagogiikan opinnot, arvioivat osaamisensa huomat-tavasti vahvemmaksi kuin opettajat, joilla oli suoritettuna vain erityispedagogiikan peruskurssi tai ei lainkaan erityispedagogiikan opintoja. Pelkällä erityispedagogiikan peruskurssin suorit-tamisella ei kuitenkaan näyttänyt olevan vaikutusta osaamiseen verrattuna ryhmään, joka ei ollut su, Aims. The number of students with special needs in mainstream classes in Finland has been steadily rising in recent years. The purpose of this study was to determine how well the class teachers, subject teachers and special education teachers feel that they succeed in their work when dealing with students with special needs and what are the things that impact their level of competence. Particular attention was paid to how the special education studies and teaching experience affect teachers' skills in relation to teaching special need students.The research was carried out as a part of a project focused on clarifying the state of teaching students with special needs in Finland today, and later to take advantage of this knowledge to arrange further training and education for teachers. Methods. The study was conducted using quantitative research methods. The data was a random sample collected with a questionnaire from schools in a Finnish city. The questionnaire was responded by class teachers and subject teachers (N= 118), responses were analyzed using SPSS-software. Statistical parameters were used in describing the teachers’ level of competence in different areas of teaching students with special needs. The impact of special education studies on teachers competences were tested using one-way variance analysis. The impact of general teaching experience on teachers’ competences was examined with Mann-Whitneys U-test and the impact of special teaching experience on teachers’ competences was examined with independent samples t-test. Results and conclusions. The results showed that teachers who had completed basic studies in special education or extensive special education studies, rated their skills significantly stronger than the teachers who had completed only the basic course in special education or who hadn’t completed any special education studies at all. The mere completion of the special education basic course didn’t seem to have almost any effect on teachers’ co

Tavoitteet: Viittomakielen opiskelijoiden määrä on jatkuvasti kasvanut, mutta viittomakielen oppimista on Suomessa ja kansainvälisesti tutkittu pääasiassa vain kuurojen lasten kielen omaksumisen näkökulmasta. Tutkimuksen tavoitteena oli saada alalle lisätietoa selvittämällä kokemuksia suomalaisen viittomakielen oppimisesta vieraana kielenä ja analysoida erityisesti sitä, miten erilaiset oppimisen muodot (formaali ja informaali oppiminen) vaikuttavat oppimis-kokemuksiin. Tutkimuksessa käytettiin narratiivista lähestymistapaa ja pyrkimyksenä oli siten tuoda esille yksityiskohtaista ja praktista tietoa. Menetelmät: Tutkimuksessa oli mukana kuusi eri tavoin ja erilaisin motiivein viittomakieltä oppinutta henkilöä. Tutkimushenkilöistä kolme oli osallistunut formaaliin koulutukseen (viitto-makielentulkki, viittomakielentulkkiopiskelija, viittomakielen ohjaaja), yksi opiskellut viittoma-kieltä nonformaalisti (huonokuuloisten lasten äiti) ja kaksi oppinut viittomakieltä informaalisti (kuuron henkilön puoliso ja kuuron henkilön ystävä). Tutkimuksen aineisto kerättiin narratiivi-sin haastatteluin ja analysoitiin narratiivisella otteella sekä aineistoa teemoittaen ja muihin tutkimuksiin verraten. Tulokset ja johtopäätökset: Tutkimustulosten perusteella keskeisiä ilmiöitä viittomakielen oppimisessa vieraana kielenä ovat uuteen kielen modaliteettiin sopeutuminen ja autenttisten kielenkäyttötilanteiden tärkeys. Formaalin ja informaalin oppimisen keskeisimpänä erona tutkimusaineistossa näyttäytyi oppimisen tunnelma, joka oli informaalisti kieltä oppineiden kerronnassa positiivisempi niin oppimismatkaa kuin oman osaamisen tasoa kuvatessa. Tutkimusaineiston kielenoppijoiden välillä eroavaisuutta oli myös metalingvistisessä näkökulmassa; kieltä formaalisti opiskelleet kuvasivat oppimistaan ja osaamistaan kielitieteellisestä näkökulmasta ja kriittisesti analysoiden, kun taas muut kielenoppijat painottivat kerronnassaan kielen käyttöä kommunikoinnissa., Targets: The amount of people learning sign language is constantly growing but learning the language has been little researched, except from the point-of-view of deaf children’s language acquisition, both in Finland and internationally. The aim of this research was to bring more information into the field by looking into the experiences of learning Finnish sign language as a foreign language and analyse especially how different forms of learning (formal and informal learning) affect the learning experiences. Research was made with narrative inquiry and its goal was to reveal detailed and practical information. Methods: The study involved six persons who all had learned sign language in different ways and with different motives. Three of the individuals studied had participated in a formal edu-cation (sign language interpreter, sign language interpreter student, sign language instructor), one had studied sign language non-formally (mother of hard-of-hearing children) and two had learned sign language informally (spouse of a deaf person and a friend of a deaf person). The data was gathered through narrative interviews and was analysed with a narrative grasp and as well as by theming the material and comparing to previous research. Results and conclusions: According to the research results, the central phenomena in learning sign language as a foreign language are adapting to the modality of the new language and the importance of authentic opportunities where to use the language. The key difference between formal and informal learning appeared to be the atmosphere of learning which was more positive in the narration of those who had learned the language informally, in describing both the learning journey and their own level of learning. In the research material, there was also a difference in the metalinguistic point-of-view between the language learners; those who had studied formally described their learning and abilities from the linguistic perspective and with criti

Tämän tutkimuksen tarkoituksena on selvittää miksi aikaisemmin toiseen ammattiin kouluttau-tuneet aikuiset vaihtavat alaa opettajiksi. Tutkimuksessa pyritään selvittämään opettajaksi ha-keutumisen motiiveja sekä sitä miten tutkittavat näkevät opettajan ammatin. Lisäksi tarkastel-laan alanvaihtoon johtaneita syitä. Tutkimuksen ote oli laadullinen. Aineisto kerättiin vuosien 2014 ja 2015 välisenä aikana sähköisen kyselylomakkeen avulla, joka sisälsi taustatietojen kartoituksen lisäksi 11 avointa kysymystä. Aineiston analysoinnissa sovellettiin sisällönanalyysia. Esiin nousseita asioita käsiteltiin teorioiden ja aikaisempien tutkimusten valossa. Tutkimukseen osallistui 10 opetta-jaa ja opettajaksi opiskelevaa, joista 9 oli naisia ja 1 mies. Heistä kolme oli luokanopettajia, yksi aineenopettaja, yksi ammatillinen opettaja ja viisi opettajaksi opiskelevaa, joista neljä opiskeli erityisopettajaksi ja yksi luokanopettajaksi. Tämän tutkimuksen mukaan tärkeimpiä syitä opettajan ammattiin hakeutumiselle olivat opettajan työn kokeminen arvokkaana, merkityksellisenä ja tärkeänä, halu työskennellä las-ten ja nuorten parissa sekä mahdollisuus vaikuttaa opettajan ammatin kautta positiivisesti lasten ja nuorten elämään sekä heidän tulevaisuuteensa. Tässä tutkimuksessa opettajan ammattiin hakeutumiselle löydettiin huomattavasti enemmän edellä mainittuja sisäisiä kuin ulkoisia motiiveja. Ulkoisiksi motiiveiksi mainittiin hyvät työedut kuten pitkä kesäloma ja säännölliset perhe-elämään sopivat työajat sekä opettajan ammatin tarjoama akateeminen koulutus. Opettajan ammatissa nähtiin huomattavasti enemmän positiivisia kuin negatiivisia puolia. Opettajan ammatti koettiin arvokkaaksi, merkitykselliseksi ja tärkeäksi. Opettajan ammatin positiivisiksi puoliksi mainittiin myös ammatin ihmisläheisyys sekä mahdollisuus työskennellä lasten ja nuorten parissa. Lisäksi ammatin vaihtelevuus, monipuolisuus ja luo-vuus koettiin positiivisina asioina. Opettajan ammatin negatiivisiksi puoliksi nostett, The purpose of this study is to find out why adults with a profession change career into teaching. This study also aims to find participates motives to perceive a career in teaching, their perceptions about teacher’s profession and the reasons behind the career change. The research approach of this study was qualitative. Ten subjects, teachers and teacher students, participated in this study. Three of them were primary school teachers, one secondary school teacher and one vocational teacher. Five of the participates were teacher students, four of whom studied to be a special education teacher and one a primary school teacher. Nine of the participates were women and one man. The data was collected between years 2014-2015 using open, electric questionnaire. Questionnaire included background information about participates and eleven open questions. The data was processed using content analysis. Results that came up from this study were processed in regard to theories and earlier studies. According to this study the most important motives to become a teacher were the participates strong respect for teacher’s profession. They felt that teacher’s profession is significant and important in the society. Important motives were also the desire to work with chilren and adolescent and the possibility as a teacher to influence positively in children and adolescent’s future. In this study the inner motives to perceive teaching as a career were more significant than the outer motives. As outer motives the participants mentioned benefits of the profession such as a long summer vacation, regular, family friendly working hours and academic education. Much more positive aspects were linked to teachers profession than negative aspects. Teachers profession was seen as important and significant in the society. Humanity, variability, diversity, creativity and the possibility to work with children and adolescents were seen as positive sides in teachers profession. Negative aspects in teach

Tämän tutkimuksen tavoitteena oli kuvata leikkiä mediavälineillä ja tarkastella kuinka media ja leikki kietoutuvat toisiinsa kirkkonummelaisessa Medialeikissä. Tutkimuskysymykseni oli-vat miten Caillois’n leikin perusominaisuudet näkyvät Medialeikissä ja millaiseksi leikin ja median välinen suhde muotoutuu Medialeikissä. Media on merkittävä kasvuympäristö ai-kamme lapsille ja se asettaa haasteen lapsilähtöiselle mediakasvatukselle. Medialeikin tavoit-teena on tukea lapsilähtöistä mediakasvatusta leikin kautta. Siinä lapsi toimii vapaasti kame-roilla ja videokameroilla, tuottaa mediaa sekä leikkii medialla ja mediassa. On tärkeää, että ymmärrämme millaista leikkiä lapset tuottavat mediavälineillä toimiessaan. Tutkimukseni videoaineisto tuotettiin kuvaamalla lasten Medialeikkihetkiä kahdessa kirkko-nummelaisessa päiväkodissa vuoden 2012 aikana. Lapset olivat iältään 4-5-vuotiaita. Aineis-to analysoitiin videoanalyysin keinoin. Leikkiepisodit (14) tunnistettiin ja analysoitiin Caillois’n leikkiteoriasta käsin. Median ja leikin välistä suhdetta analysoitiin teoriaa hyödyntäen. Caillois’n leikin perusominaisuudet nousivat esiin myös median kontekstissa ja välineillä leikityssä leikissä. Yhteensä neljätoista leikkiepisodia jakaantuvat mimicry-, ilinx- ja peruskategorioihin sopimattomiin leikkeihin. Näitä leikkiepisodeja luonnehti voimakas fyysisyys ilman huimauksen elementtiä. Mimicry oli luonteeltaan esittävää roolileikkiä. Ilinx-leikeissä huimaus oli tuotettu virtuaalisesti. Medialeikin agon-luonne nousi esiin, kun tarkastelu laajennettiin koskemaan kaikkia toiminnallisia episodeja. Medialla ja leikillä oli useita päällekkäisiä rooleja eli media toimi sekä leikin sisältönä ja välineenä. Mediavälineet laajenivat leluista myös leikin kontekstiksi, kun lapsi leikki kuvissa ja kuvilla. Myös median kontekstissa ja välineillä tapahtuva leikki voi olla luovaa, mielikuvitusrikasta ja innostaa liikkumaan. Ohjaavan aikuisen orientaatio vaikuttaa siihen kuinka Medialeikki käytännö, The objective in this study was to discribe play with media devices and scrutinize how media and play intertwine in Mediaplay in Kirkkonummi. The two reserach questions were how Caillois’s core charasteristics of play were found in Mediaplay and what kind of relation between media and play is composed in Mediaplay. Media is significant developmental environment for our children, thus setting a challege to child-centered media education. The aim of Mediaplay is to enable child-centered media education through play. In Mediaplay children operate with cameras and videocameras freely, produce media and play with and within media. It is important to understand what kind of play is constructed when children are playing with media devices. Video data was produced by filming 4-5 years old children’s Mediaplay in two Kirkkonummi municipal daycare centers during 2012. Data was analyzed by video analysis. Play episodes were recognised and analyzed deductively from Caillois’s play theory. The relationship between play and media was analyzed abductively. Core characteristics of play were recognised in mediacontexted and mediafacilitated play. Fourteen play episodes were divided to mimicry and ilinx categories. Some of the play episodes did not fit any of Caillois’s categories of play. Those episodes cosisted of strong physical activity without vertigo element. Mimicry episodes consisted of roleplay. In ilinx episodes vertigo was produced virtually by media. Agon characteristics of Mediaplay were recognised only when analyzing all operational episodes. Media and play had multiple simultaneous relations to each other. Media was a play topic, and same time a toy. Media was expansed from a toy to context of play when children were playing with an inside of visual elements. Mediacontexted and mediafacilitated play can be creative, rich in imagination and encourage to physical activity. Conducting adult’s orientation in Mediaplay has an influence how actual activities are constructed

Tavoitteet. Tämän tutkimuksen tarkoituksena on selvittää erään helsinkiläisen alakoulun opettajien musiikin integrointitapoja muihin oppiaineisiin sekä integroinnin laatua ja siihen käytettyä aikaa. Integroivia työtapoja tutkittaessa esiin nousee myös opettajien keskinäinen yhteistyö ja opetussuunnitelma työtä ohjaavana asiakirjana. Tässä tutkimuksessa selvitetään myös näiden merkitystä integrointiin. Musiikin integrointitapojen analysoinnissa käytetään Liora Breslerin määrittämiä taideaineiden integrointityylejä, jotka soveltuvat hyvin juurin tähän aineistoon. Tyylit ovat alisteinen, tasaveroinen, affektiivinen ja sosiaalinen tyyli. Integrointikäsitettä pohdittaessa selvennystä saavat myös siihen liittyvät lähikäsitteet eheyttäminen, monialaiset oppimiskokemukset sekä ilmiöopinnot. Tutkimuskysymykset ovat: 1. Millaisia musiikkia integroivia työtapoja luokanopettajat toteuttavat opetustyössään? 2. Miten opettajien välinen yhteistyö toimii erityisesti musiikin integrointiin ja musiikin opetukseen ja liittyen. 3. Miten musiikin opetussuunnitelma vaikuttaa luokanopettajien musiikin integrointitapoihin? Menetelmät. Tämä tutkimus on laadullinen tapaustutkimus, jonka tutkimusaineisto kerättiin puolistrukturoitua haastattelumenetelmää käyttäen. Haastatteluun osallistui kaikki kyseisen alakoulun opettajat, joita oli yhteensä seitsemän. Opettajien kuvaukset omista integroivista työtavoista luokiteltiin Breslerin taideaineiden integrointityylien mukaisesti. Tulokset ja johtopäätökset. Haastateltujen opettajien oma musiikillinen osaaminen vaihteli ammattimuusikosta täysin omasta mielestä musiikillisesti osaamattomiin opettajiin, millä oli merkitystä myös integrointitapohin. Tutkimuksen mukaan integrointityyleistä alisteinen ja affektiivinen olivat opettajien musiikkia integroivassa työskentelyssä käytetyimmät. Musiikkia käytetään siis lähinnä välineenä toisen aineen oppisisältöjen opettamisessa tai esimerkiksi taustamusiikin roolissa hiljaisen työskentelyn aikana, eikä opettaj, The aims. The aim of this research, which was done in one elementary school in Helsinki, is to find out how the music teaching is integrated with other subjects and also to study the teaching methods, the quality of teaching and the time used for integration. When researching the integrative methods, the teachers´ mutual co-operation and the curriculum as a guiding document of teaching work stand out, too. When analysing the music integration, the integration styles used in art subjects defined by Liora Bresler are used because their composition is very suitable for this particular data. The styles are the subservient, the co-equal, the affective and the social integration. The research questions are: 1. What kind of music integration methods do the class teachers have? 2. How does the teacher co-operation work especially in the music integration and teaching? 3. What kind of effect does the music curriculum have on the music integration methods? The methods. This research is a qualitative case study, the data of which was collected using a half-structured interview method. The interview was participated by all the seven teachers of the elementary school where the research was done. The teachers´ descriptions of their own integrative activities were classified according to the Bresler’s integration styles. The aims and the conclusions. The musical skills of the teachers interviewed ranged pro-fessional musicians to totally musically unskilled teachers (in their own opinion), which was also relevant to the integration methods. According to this research the subservient and the affective styles were the most used styles in the integrative activities. Thus music is mainly used as a means to teach other subjects or as a background music during the quiet working session. Actually there was no teacher co-operation as to the music teaching or integration. Only those teachers who teach music considered to some extent the fundaments of curriculum of music when planning the i

Oppimiseen sitoutuminen ja haasteisiin tarttuminen edellyttävät itsemääräämisteorian mukaan kokemusta omista mahdollisuuksista vaikuttaa itseään koskeviin asioihin. Aiempi tutkimus on osoittanut, että Suomessa oppilaan oma näkemys oppimisestaan on vain harvoin oppilaalle suunnitellun tuen taustalla. Vuonna 2011 opetussuunnitelmaa uudistettiin ja kuntiin kohdistui uusia velvoitteita kuvata oppilaan ja huoltajan kanssa tehtävää yhteistyötä oppilaan tuen osa-alueilla paikallisissa opetussuunnitelmissa. Tutkimukseni tavoitteena on selvittää, miten nämä velvoitteet toteutuvat kuntien opetussuunnitelmissa ja millaisessa asemassa oppilas on toimijana näissä yhteistyön kuvauksissa. Tässä tapaustutkimuksessa tarkasteltiin yhdeksän kunnan opetussuunnitelmien oppimisen ja koulunkäynnin tukeen liittyviä oppilaan ja huoltajan kanssa tehtävän yhteistyön kuvauksia tekstianalyysin avulla. Tutkimusaineisto kerättiin lyhyen ajanjakson sisällä kuntien internetsivuilta ja aineiston analyysissa hyödynnettiin laadullisen tutkimusaineiston tarkasteluun suunnattua Atlas.ti-ohjelmistoa. Kuntien opetussuunnitelmissa oppilaan ja huoltajan kanssa tehtävän yhteistyön kuvaamista koskevat velvoitteet toteutuivat vaihtelevasti: toisilla tuen osa-alueilla kuvauksia oli vähän ja toisilla taas runsaasti. Yhteistyön kuvauksissa oppilas oli toimijana pääasiassa joko kyseenalaisessa asemassa tai toiminnan kohteena. Tulosten pohjalta kuntien opetussuunnitelmat eivät näytä tukevan itsemääräämisen toteututumista tai oppilaan näkökulman muodostumista oppilaan tuen lähtökohdaksi., According to self-determination theory committing to learning and taking on challenges requires a feeling of having an influence on matters concerning oneself. Previous studies have shown that in Finland a student’s view forms very seldom the basis of support planned for him. In 2011 the national curriculum was reformed and municipalities were directed new obligations to describe the co-operation with the student and care-giver in the areas of student’s support in the municipal curriculums. The aim of my study is to find out how these obligations actualize in the municipalitie’s curriculums and in what kind of position as an agent the student is in these descriptions. This case study examined the descriptions of co-operation related to the student’s support with the student and care-giver in nine municipalitie’s curriculums with text analyses. The research material was collected during a short period of time from the municipalities internetpages and Atlas.ti-software, which is designed for processing qualitative material, was utilized in the analyses. The obligations to describe the co-operation with the student and care-giver actualized in the municipalitie's curriculums inconsistently: in some areas of support the descriptions were scarce and in some areas plenty. In the descriptions the student was mainly either in a questionable position as an agent or as the target of actions. Based on the results the municipalitie's curriculums don't seem to support the student’s self-determination actualizing in the support processes or the student’s view forming the basis of the student’s support.

Tutkielmassa matemaattisen ajattelun määritellään olevan vaiheittain kehittyvää ja etenevää tiedon prosessointia. Sen ilmaisemista tulee perusopetuksen opetussuunnitelman mukaan opettaa ja arvioida peruskoulussa, ja tämän tutkimuksen tarkoituksena oli selvittää luokan-opettajien käsityksiä aiheesta. Tutkimuksessa eritellään matemaattisen ajattelun ilmaisemi-sen merkitystä luokanopettajalle sekä keinoja opettaa ja arvioida sitä suullisesti ja kirjallisesti kielentäen, piirtäen sekä konkreettisia välineitä hyödyntäen. Laadullinen tapaustutkimus toteutettiin haastattelemalla neljää matematiikkaan erikoistunutta luokanopettajaa, joista yksi käytti opetuksessaan Varga-Neményi –menetelmää. Haastatte-lumenetelmänä käytettiin teemahaastattelua, joka mahdollistaa puolistrukturoituna menetel-mänä avoimen keskustelun tutkimuksen teemoista. Kolmena pääteemana haastatteluissa toimivat matemaattisen ajattelun ilmaisemisen merkitys, matemaattisen ajattelun ilmaisemi-sen opettaminen ja matemaattisen ajattelun ilmaisemisen arviointi. Litteroitu aineisto analy-soitiin teoriasidonnaisen sisällönanalyysin keinoin. Analyysissa luokiteltiin luokanopettajien keinoja opettaa ja arvioida matemaattisen ajattelun ilmaisemisen eri muotoja, sekä mate-maattisen ajattelun ilmaisemisen merkitystä luokanopettajille. Tutkimuksen mukaan matematiikkaan erikoistuneet luokanopettajat huomioivat matemaattisen ajattelun ilmaisemista jokaisella matematiikan oppitunnilla. Suullisen kielentämisen merkitys korostui, sillä sen nähtiin olevan osallisena myös muissa ilmaisemisen keinoissa. Merkittävimmiksi opetuskeinoiksi nousivat ryhmä- ja parityöskentelyn sekä toiminnallisuuden hyödyntäminen opetuksessa. Yksittäisinä konkreettisina opetuskeinoina tutkimuksesta ilmeni lisäksi portfoliotyöskentely ja matematiikkatarinoiden luominen. Matemaattisen ajattelun arviointi koettiin tutkimuksen mukaan erittäin haastavaksi. Arviointi pohjautui oppilaan suulliseen ilmaisuun oppitunneilla, sekä kirjallisten tuotosten verta, In this thesis mathematical thinking is considered as gradually developing and progressive processing of information. Expressing mathematical thinking has to be taught according to the national core curriculum of basic education. The object of this research was to find out class teachers conceptions of it. In this research significance of expressing mathematical thinking to class teacher as well as methods to teach and evaluate it both orally and in writing by languaging, drawing and using concrete instruments, are analysed. A qualitative case study research was conducted by interviewing four class teachers specialised in mathematics. One of those teachers uses Varga-Neményi –method. Semi-structured interview was used as interviewing method because it makes an open discussion on the themes of the research possible. The three main themes were meaning of expression of mathematical thinking, teaching expression of mathematical thinking and evaluation of expression of mathematical thinking. Transcripted material was analysed using methods of theory bound content analysis to classify class teachers’ methods to teach and evaluate different forms to express mathematical thinking, and significance of those forms to teachers. According to research class teachers specialised in mathematics took expression of mathematical thinking into account during every mathematics lesson. Significance of oral expression was emphasized because it was observed also to be part of other media. Group and pair works as well as utilising functional methods were appreciated as most significant teaching methods. Portfolio work and creation of mathematics stories were other concrete teaching methods that turned up during the research. Evaluation of mathematical thinking was found very challenging. Evaluation was based on oral expression of the pupil during classes along with comparison of written exercises made during the school year. According to my conclusion, teaching of expression of mathematica

The purpose of the present investigation was to examine the social shaping of practices of collaborative authoring in doctoral programs which have led to the achievement of academic excellence in the natural sciences and in education. Toward that end, we interviewed 9 leaders of Finnish national centers of excellence doing science research and 12 Finnish and European leaders of educational research communities both of whom were engaged in supervising article-based doctoral dissertations consisting of international refereed articles co-authored by students and their supervisors. Qualitative analyses of the interviews revealed various ways that supervisors socially facilitate academic activity of their students. Their methods, which are expanding from natural to such social sciences as education, included guiding students in structuring articles, selecting publication forums, framing their investigations according to journal-specific requirements, and addressing review feedback collectively. Despite receiving a great deal of support, doctoral students were usually first authors of their articles. While doctoral students needed much support in the first article, their contribution became increasingly central in subsequent ones. Because of rising academic standards, however, senior researchers’ support continued to be important in later articles. Intellectual socialization to shared academic knowledge practices effectively boosts the development of academic competence allowing doctoral students gradually to make more productive contributions to joint knowledge-creation efforts.

In the field of mathematics-related affect research, not many comparisons have been done with regard to Western-Latin countries. This article reports the state of 9-year old pupils’ self-related affect with respect to mathematics in two countries, i.e. Finland and Chile. Self-efficacy, mastery goal orientation, effort, and enjoyment of mathematics were under consideration. Through quantitative analysis, it was found that all the factors examined are highly positive in both countries. However, a small difference with regard to beliefs of self-efficacy and effort was found between the countries, in favour to Finland. Yet, young pupils’ self-related mathematical beliefs build up an optimistic view with respect to mathematics learning, and efforts should be made to maintain the situation similar during the following school years.

The purpose of this study was to investigate Finnish mathematics teachers’ beliefs about teaching and teachers as expressed through metaphors. Because teachers’ beliefs play a significant role in their teaching, it is important to recognize those beliefs. Metaphors provide insights into beliefs that are not explicit or consciously held. In this study we investigated what kind of metaphors Finnish mathematics teachers in different schools and in different stages of their careers use. This study focused on Finnish 7-9 grade mathematics teachers’ (n=70) metaphors about teacher. The metaphors were classified into five categories: teacher as a subject specialist, teacher as a pedagogue, teacher as a didactics expert, self-referential and contextual metaphors. Teacher as a didactic expert was the most frequently used metaphor (49%). The information gained from this metaphor analysis show teachers’ beliefs about themselves. Changing teachers’ beliefs can help to change teachers’ behaviours and in such way improve teaching and learning process.

The article presents results from a cross-cultural NorBa-project “Mathematics teachers’ educational beliefs”. We report Estonian, Latvian and Finnish lower secondary mathematics teachers’ beliefs about good teaching. A principal component analyses identified a two-component structure of teachers’ beliefs about good teaching: (1) Reasoning and conceptual understanding and (2) Mastery of skills and facts. Cross-cultural differences were identified in both of these dimensions. Latvian teachers indicated the strongest agreement with reasoning and conceptual understanding, Estonian teachers with mastery of skills and facts, while Finnish teachers scored lowest on both dimensions. Moreover, we analysed the amount of teachers with different profiles with regard to these two dimensions.

This study compares six teachers’ learning goals for two problem solving lessons and their 9 to 11 year-old students’ solutions to two open-ended problems. Some of the learning aims were explicitly given before the lesson and some were revealed during the lessons. The pupils worked on the first open problem in primary three and the second problem in the primary four. The problem solving lessons were video-recorded and transcribed, and pupils´ solutions were collated and examined. An additional data source was the teachers´ lesson plans, and the videos taken in the teachers´ meeting sessions. The classification of teachers´ actions was based on the teaching model developed from Polya’s problem solving model (planning, introduction, guidance, feedback). This paper examines the significance of the teachers´ aims of the lessons and the introduction of the two problems, with the focus on the pupils´ justification of the solution for both tasks

Children’s participation in early childhood education context has attracted considerable attention in recent years. Participation means involving and enabling children to take part in decision-making processes about their everyday life. Educators are supporters and enablers of participatory practices. The process of planning activities is an important part of educator’s profession in early childhood education and it can be viewed as a designing learning process. But not only as adults designing children’s learning, but also children’s participation should be designed and finally children should be taken to take part in designing their own learning. In this paper we focus on children’s chances to participate the design learning process in Finnish day care groups. The research data was collected from teams of educators working in day care groups via survey. It was found that children’s participation to the design learning process is average: In evaluation of activities they can participate more than in planning or implementing activities.

The success of discipline-based teaching requires an interplay between substantive and procedural knowledge. In Finland, disciplinary thinking was included in the National Core Curriculum and in the final assessment criteria a decade ago, which meant a change in history teaching. The outcome of this change is examined in the article with the help of a national-level history test that was conducted in 2011 among 16-year-old Finns. In the test, the adolescents fared moderately well in tasks involving substantive knowledge but more poorly in tasks which measured the mastering of procedural knowledge. In particular, the interplay between these proved to be difficult for the students. The students’ knowledge was found to correspond with the earlier curriculum rather than the objectives of the present one, revealing that not all of the teachers were teaching in accordance with the present demands.

In Finland, there is a desperate need for flexible, reliable and functional multi-e-learning settings for pupils aged 11-13. Southern Finland has several ongoing e-learning projects, but none that develop a multiple setting, with learning and teaching occurring between more than two schools. In 2006, internet connections were not broadband and data transfer was mainly audio data. Connections and technical problems occurred, which were an obstacle to multi-e-learning. Internet connections today enable web-based learning in major parts of Lapland and by 2015, broadband will reach even the remotest villages up north. Therefore, it is important to research the possibilities of multi-e-learning and to build collaborative, learner-centred, versatile network models for primary school-aged pupils. The resulting model will facilitate distance learning to extend education to rural, sparsely populated areas, and it will give a model of using mobile devices in language portfolios. This will promote regional equality and prevent exclusion. Working with portfolios provides the opportunity to develop mobility from a pedagogical point of view. It is important to study the pros and cons of mobile devices in producing artefacts on portfolios in e-learning and language learning settings. The current study represents a design-based research approach. The design research approach includes two important aspects concerning the current research: ‘a teacher as researcher’ aspect, which means there is the possibility to be strongly involved in developing processes and an obstacle-aspect, which means that problems while developing, are seen as a promoter in evolving the designed model, as apposed to negative results.