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[{"key": "dc.contributor.author", "value": "Harmanen, Suvi-Marja", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2014-01-16T12:33:34Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2014-01-16T12:33:34Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2014", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1291220", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/42809", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Suvi-Marja Harmanen (2014). Liikunnanopettajakoulutuksen kehitt\u00e4misen haasteet: La-jiosaamisesta liikunnalliseen el\u00e4m\u00e4ntapaan ja kasvatusajatteluun. Pro gradu -tutkielma. Opettajankoulutuslaitos, kasvatustiede ja liikuntakasvatuksen laitos, liikuntapedagogiikka. Jyv\u00e4skyl\u00e4n yliopisto, 110 s.\r\n\r\nTutkimuksen tarkoituksena oli tutkia kokemuksia liikunnanopettajakoulutuksesta ja selvitt\u00e4\u00e4, mik\u00e4 ohjaa koulutusta toimimaan tietyll\u00e4 tavalla. Tutkimus toteutettiin hermeneuttis-fenomenologiseen ajatteluun perustuvana haastattelututkimuksena. Haastateltavina oli kuusi henkil\u00f6\u00e4, joista kaksi oli liikuntakasvatuksen opiskelijoita, kaksi laitoksen lehtoria, yksi koulutuksen keskeytt\u00e4nyt ja yksi ty\u00f6el\u00e4m\u00e4ss\u00e4 oleva liikunnanopettaja. Aineisto ker\u00e4ttiin huhti- toukokuussa 2012 ja tammikuun 2013 aikana ja se analysoitiin aineistol\u00e4ht\u00f6isesti. Tulkinnassa pyrittiin l\u00f6yt\u00e4m\u00e4\u00e4n koulutusyhteis\u00f6ss\u00e4 vallitsevia tiedostettuja ja tiedostamattomia syit\u00e4, jotka selitt\u00e4v\u00e4t haastateltujen kokemuksia koulutuksesta. Tulkinnan palasista pyrittiin muo-dostamaan kokonaiskuvaa liikunnanopettajakoulutusta ohjaavista tekij\u00f6ist\u00e4. N\u00e4kemys syveni useiden eri kasvatusta, koulutusta, opetusta ja niiden kulttuureja k\u00e4sittelevien teorioiden avulla.\r\n\r\nTutkimuksessa liikunnanopettajakoulutus k\u00e4sitet\u00e4\u00e4n yhten\u00e4 akateemisena heimona, jolla on omat arvonsa, toimintatapansa ja koulutusk\u00e4yt\u00e4nn\u00f6t, joita koulutusyhteis\u00f6 v\u00e4litt\u00e4\u00e4 koulutus-sukupolvelta toiselle. Liikunnanopettajan opinnoista oli vastakkaisia kokemuksia. Toisaalta koulutusta arvostettiin ja nautittiin yhteis\u00f6llisyydest\u00e4 ja siit\u00e4, ett\u00e4 opiskelijana sai liikkua itse. Toisaalta koulutuksessa ei koettu opittavan riitt\u00e4v\u00e4sti ihmissuhdetaitoja eik\u00e4 miten ihminen oppii liikunnallisen el\u00e4m\u00e4ntavan, joka on liikunnanopetuksen tavoite. Koulutuksen kuvattiin my\u00f6s passivoivan omaa ajattelua ja koulutuksen kehitt\u00e4minen koettiin hankalana. Haastateltujen kokemukset paljastivat koulutuksen heikosti tiedostettua ja tiedostamatonta logiikkaa. Nykyist\u00e4 koulutustapaa n\u00e4yttiv\u00e4t selitt\u00e4v\u00e4n taustalla olevat koulutusrakenteissa ja opiskelu- ja opetuskulttuurissa vallitsevat piilev\u00e4t k\u00e4sitykset. Koulutus n\u00e4ytt\u00e4\u00e4 perustuvan korjaavaan projektiin, joka ilmenee uskomuksena, ett\u00e4 opettaja voi motivoida oppilaan liikunnalliseksi. T\u00e4m\u00e4 ilmenee my\u00f6s oppipoika-mestarikoulutuksena, jossa lehtorit pyrkiv\u00e4t siirt\u00e4m\u00e4\u00e4n opiskelijoille taidot sen sijaan, ett\u00e4 heit\u00e4 haastettaisiin ajattelemaan itse. Lehtorit ovat oman alansa asiantuntijoita, joiden toimintaa ohjaa tavoite sallia kunkin yksityisyys. Koulutuksen kehitt\u00e4mist\u00e4 hidastavat yksityisyyden lis\u00e4ksi myyttiset uskomukset, joiden mukaan ihmissuhdetaitoja koskevat kysymykset opitaan itsen\u00e4isesti ja ty\u00f6el\u00e4m\u00e4ss\u00e4 ja ett\u00e4 koulutus on jo riitt\u00e4v\u00e4n hyv\u00e4. Koulutusyhteis\u00f6ss\u00e4, erityisesti opiskelijoiden keskuudessa, suojaudutaan koulutuksen her\u00e4tt\u00e4milt\u00e4 ristiriitaisilta tunteilta korostamalla hyv\u00e4\u00e4 yhteishenke\u00e4 eli liikunnan henke\u00e4.\r\n\r\nTutkimus osoitti, ett\u00e4 suurimmat kehitystarpeet koulutuksessa koskevat muiden liikunnanopetuksen tavoitteiden kuin taitojen oppimista. Jotta opettajat olisivat valmiimpia kohtaamaan koulutodellisuuden, tulisi koulutuksen koskea enemm\u00e4n my\u00f6s kasvatuskysymyksi\u00e4. T\u00e4ll\u00f6in my\u00f6s tavoite liikunnalliseen el\u00e4m\u00e4ntapaan ohjaamisesta voisi toteutua.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Suvi-Marja Harmanen (2014). The challenges of developing physical education teacher education: From sport skills to active way of life and educational thinking. Pro gradu thesis. De-partment of Teacher Education, education and Department of Sport Sciences, sport pedagogy. University of Jyv\u00e4skyl\u00e4, 110 pp.\r\n\r\nThe objective of the study was to examine experiences of physical education teacher education and to find out what steers the education towards working in a certain way. The study was carried out as interviews based on hermeneutic phenomenological approach. There were six interviewees, two of whom were physical education students, two teachers of the department, one dropout student and one physical education teacher. The material was gathered during April and May 2012 and January 2013. The analysis of the material was data driven. The aim of interpreting the data was to find the prevailing conscious and subconscious reasons in the education community that explain the interviewees\u2019 experiences of the education. The outcome of the interpretation helped form a general idea of the factors guiding physical education teacher education. The interpretation was deepened with the help of various different theories concerning education and teaching and the cultures in them.\r\n\r\nIn the study, physical education teacher education is conceived as one academic tribe that has its values, policies and education practices, which the education community conveys from one generation to another. There were conflicting experiences of physical education studies. On the one hand, the education was esteemed and people enjoyed the sense of community and the fact that as a student, one had the opportunity to exercise oneself. On the other hand, not enough teaching was given on interpersonal skills or on how one can learn to lead an active life, which is the aim of physical education. The interviewees\u2019 also described that the training does not encourage active thinking and developing the training was considered difficult. The interviewees\u2019 experiences exposed the logic of the training which is not identified well or not identified at all. What seem to explain the current training practice are the hidden means that prevail in education structures and in studying and teaching cultures. Education seems to be based on a therapeutic project that manifests as a belief that teachers can motivate their students to become sporty. This also manifests as an apprentice and master training, where teachers try to pass on skills to the students instead of challenging them to think themselves. Teachers are experts in their own fields and their work is driven by the aspiration to allow everybody\u2019s privacy. In addition to privacy, developing the education is slowed down by mythical beliefs, according to which interpersonal skills can be learned in a job and that the programme is already adequate. The education community, especially students, protects itself from the contradictory feelings caused by the training by accentuating good team spirit, i.e. the spirit of the department of sport sciences.\r\n\r\nThe study showed that the biggest needs for improvement are not in the learning of skills but in the learning of other objectives of physical education teaching. In order to make teachers more equipped for facing school reality, the education should touch more on educational issues. In this case, the goal of leading the active way of life may be achieved.\r\n\r\nKey words: physical education teacher education, academic tribes, myths, defense mecha-nisms, developing education", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Suvi-Marja Harmanen (sukaharm) on 2014-01-16 12:33:33.546327. Form: Pro gradu -lomake (1 tekij\u00e4) (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake-1-tekijae). JyX data:", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija@noreply.fi) on 2014-01-16T12:33:33Z\r\nNo. of bitstreams: 2\r\nURN:NBN:fi:jyu-201401161074.pdf: 1002250 bytes, checksum: b803d60829812235b28b327aaf8b659b (MD5)\r\nlicense.html: 4969 bytes, checksum: f328395b2d733ef9cd07e73720953069 (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2014-01-16T12:33:34Z (GMT). No. of bitstreams: 2\r\nURN:NBN:fi:jyu-201401161074.pdf: 1002250 bytes, checksum: b803d60829812235b28b327aaf8b659b (MD5)\r\nlicense.html: 4969 bytes, checksum: f328395b2d733ef9cd07e73720953069 (MD5)\r\n Previous issue date: 2014", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (110 sivua)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "liikunnanopettajakoulutus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "akateemiset heimokulttuurit", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "myytit", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "suojautumistavat", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "koulutuksen kehitt\u00e4minen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Liikunnanopettajakoulutuksen kehitt\u00e4misen haasteet : lajiosaamisesta liikunnalliseen el\u00e4m\u00e4ntapaan ja kasvatusajatteluun", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.title.alternative", "value": "Lajiosaamisesta liikunnalliseen el\u00e4m\u00e4ntapaan ja kasvatusajatteluun", "language": null, "element": "title", "qualifier": "alternative", "schema": "dc"}, {"key": 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