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Käsityötä yhdessä opettaen – arvot opettajien tekemän yhteistyön pohjana - Teaching crafts together – values as the basis of teacher collaboration
Abstract and Figures
The Finnish version first and the English one below.
Tämä tutkimus kohdentuu käsityönopettajien kokemuksiin yhteisopetuksesta ja siihen, millaisia haasteita he ovat kohdanneet toteuttaessaan yhteisopetusta. Tutkimusaineisto on kerätty kymmenessä perusopetuksen koulussa, joista osallistui
yhteensä 22 käsityötä opettavaa opettajaa yhteisopetusta koskeviin teemahaastatteluihin.
Aineisto koostuu lukuvuoden 2018–2019 aikana kerätyistä
yhteensä 11 ryhmä- ja yksilöhaastattelusta, joihin osallistui kerralla 1–3 käsityötä opettavaa opettajaa. Litteroidut haastatteluaineistot analysoitiin teemoittelemalla ja tyypittelemällä. Tutkimustulosten perusteella käsityön yhteisopetus voidaan jaotella kolmeen tyyppiin yhteisopetuksen toteuttajina: alkavat, kehittyvät ja ammattimaiset. Opettajien kokemukset profiloituvat näihin kolmeen tyyppikuvaukseen.
Ne eroavat toisistaan siinä, missä vaiheessa yhteisopetukseen kehittymistä eri vaiheessa olevat opettajaparit ovat. Näyttää siltä, että yhteisopetus helpottaa ja antaa opettajille varmuutta opetuksen suunnittelussa, oppilaiden suunnittelu- ja valmistusprosessien ohjaamisessa sekä oppilasarvioinnissa.
The focus of this research was on the experiences of craft teachers in co-teaching and the challenges they have encountered in implementing co-teaching. The data were collected from ten elementary schools, with a total of 22 craft teachers participating in thematic interviews on co-teaching. The material consists of a total of 11 group and individual interviews from the 2018–2019 academic year, with 1–3 craft teachers at a time. The transcribed interview materials were analysed by theming and making type descriptions. Based on the research results, co-teaching of craft can be divided into three types: emerging, advanced and proficient. It seems that co-teaching makes it easier for teachers to plan teaching, guide students’ design and to manufacture processes and student assessment.
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International comparative assessments of learning outcomes in basic and tertiary education
Four instructors from a mid-western university implemented exit tickets in their university courses. The exit tickets were based on Marzano’s (2012) four types of exit tickets and were analyzed for patterns. Faculty completed a journal to reflect on what was learned examining the exit tickets. A survey was completed by both instructors and university students to determine the benefits of the use of exit tickets as a formative assessment at the university. Researchers share the processes used for implementing exit tickets and the results of the data collected along with implications for the use of exit tickets at the university.
In Finland, the trend towards a new kind of history teaching emphasizing the understanding of historical knowledge and historical thinking skills began in the mid-1990s, when history teaching objectives were defined much more broadly in the curriculum than previously. In this article,
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Här är de två inledande kapitlen i boken
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