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[{"key": "dc.contributor.advisor", "value": "Kalaja, Teppo.", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "B\u00e4ckstr\u00f6m, Sara", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Oulmane, Reda", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2017-05-02T18:02:09Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2017-05-02T18:02:09Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2017", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1700619", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/53744", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "B\u00e4ckstr\u00f6m, S. & Oulmane, R. 2017. Liikuntaa opettava luokanopettaja: Opettajaksi sosiaalis-tumisen vaiheiden ja opetussuunnitelman vaikutus n\u00e4kemyksiin ja tavoitteisiin liikunnanope-tuksessa. Liikuntatieteellinen tiedekunta, Jyv\u00e4skyl\u00e4n yliopisto, liikuntakasvatuksen pro gradu -tutkielma, 73 s., 4 liitett\u00e4.\r\n\r\nTutkimuksen tarkoituksena oli kartoittaa ja kuvata, millaisia asioita luokanopettajat pit\u00e4v\u00e4t liikunnanopetuksessa t\u00e4rkein\u00e4 sek\u00e4 sit\u00e4, mist\u00e4 tekij\u00f6ist\u00e4 opettajien koettu osaaminen ja tavoit-teet kumpuavat. Lis\u00e4ksi pyrkimyksen\u00e4 oli kuvata liikuntaa opettavan luokanopettajan opetus-filosofian muodostumisen vaiheita.\r\n\r\nTutkimuksen aineisto ker\u00e4ttiin teemahaastatteluin, jonka viideksi liikunnanopetusty\u00f6t\u00e4 ohjaa-vaksi p\u00e4\u00e4teemaksi nousivat opetussuunnitelma, henkil\u00f6kohtainen liikuntatausta, opettajankou-lutus, ty\u00f6yhteis\u00f6 ja resurssit sek\u00e4 oma liikunnanopettajuus. Tutkimusjoukko koostui nelj\u00e4st\u00e4 etel\u00e4suomalaisesta liikuntaa opettavasta luokanopettajasta. Aineisto k\u00e4siteltiin sis\u00e4ll\u00f6nanalyy-sein, joiden l\u00f6yd\u00f6ksi\u00e4 peilattiin alkuper\u00e4iseen viitekehykseen.\r\n\r\nVertailussa tulkittiin, ett\u00e4 liikunnanopetuksen arvopohja kumpuaa ensisijaisesti opettajankou-lutuksen edustamista arvoista sek\u00e4 opetussuunnitelmasta, sis\u00e4lt\u00f6jen puolestaan liikuntataus-tasta ja liikunnan opinnoista. Asenteeseen liikunnanopetusta kohtaan vaikuttivat selke\u00e4sti ty\u00f6-yhteis\u00f6n liikuntamy\u00f6nteisyys, omat kokemukset liikunnasta, pedagogis-didaktinen kokemus sek\u00e4 yleinen tapa kohdata oppilaat. Ty\u00f6ss\u00e4 p\u00e4rj\u00e4\u00e4misen kokemista vaikuttaisivat tukevan eri-tyisesti pedagogis-didaktinen osaaminen, oppilaan kohtaamisen taidot, liikunnallinen koke-mus ja henkil\u00f6kohtainen harjoitepankki sek\u00e4 opetussuunnitelman tuntemus. Tutkittujen opet-tajien valmiudet opettaa liikuntaa tulkittiin hyviksi. Liikunnan merkityst\u00e4 terveyden ja hyvin-voinnin kannalta korostettiin, ja opetussuunnitelma ohjasi selke\u00e4sti opetusta. Opettajat kuva-sivat liikunnanopetustaan yksil\u00f6lliseksi ja oppilasl\u00e4ht\u00f6iseksi resurssien mahdollistamissa puit-teissa. Lapsen kokonaisvaltainen kasvu ja kehitys kulkivat liikunnanopetuksen ja koulup\u00e4iv\u00e4n liikunnallistamisen rinnalla.\r\n\r\nTutkimuksen yhteenvetona tuotettiin koonti, jossa tarkasteltiin aineistol\u00e4ht\u00f6isess\u00e4 sis\u00e4ll\u00f6nana-lyysissa muodostuneiden p\u00e4\u00e4luokkien ja opetussuunnitelman vaikutusta kussakin sosiaalistu-misen vaiheessa. T\u00e4ss\u00e4 tutkimuksessa opettajien opetusfilosofian muodostumisessa opettajak-si sosiaalistumisen vaiheista merkitt\u00e4vin oli viimeisin, eli ty\u00f6el\u00e4m\u00e4n vaihe. Liikunnanopetta-juuden perustan kehittymisen kannalta liikuntasuhde ja opettajankoulutus olivat kuitenkin keskeisi\u00e4 vaiheita, joiden vaikuttavuus s\u00e4ilyi l\u00e4pi koko prosessin. Liikuntaa opettavan luokan-opettajan opetusfilosofian muodostumisen eri vaiheita ja niiden sis\u00e4lt\u00f6j\u00e4 tulisi tutkia lis\u00e4\u00e4, ajankohtaiset yhteiskunnalliset asiat huomioiden. T\u00e4rke\u00e4\u00e4 olisi tarkastella ty\u00f6ss\u00e4 jaksamisen sek\u00e4 opetuksen laadun kannalta koetun ja todellisen p\u00e4tevyyden yhteyksi\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "B\u00e4ckstr\u00f6m, S. & Oulmane, R. 2017. Elementary classroom teacher as a physical education teacher: The effect of socialization process and the curriculum on teachers' views and goal in physical education. Faculty of Sport and Health Sciences, University of Jyv\u00e4skyl\u00e4, Master\u2019s thesis, 73 pp.. 4 appendices.\r\n\r\nThe purpose of this study was map and describe what matters elementary classroom teachers considered important in physical education. The factors of which their self-evaluated profes-sional capability and the goals of their teaching are based on were also studied. An important goal of this study was to describe the development phases of an elementary classroom teacher who teaches physical education.\r\n\r\nThe data was collected through theme interviews. Five pre-determined main themes were the curriculum, personal sports and physical education background, teacher education, working environment including resources and teachership in physical education. Four southern Finnish teachers were interviewed. A content analysis was conducted on the material after which re-sults were compared to the original frame of reference.\r\n\r\nThe interpretation revealed the set of values in physical education to originate specifically from the values presented in teacher education and the curriculum whereas the contents of the teaching were dependant on personal sports and physical education background and the phys-ical education courses in teacher education. The attitude towards teaching physical education was highly depending on the positivity of the school society, personal experiences in sports, professional experience and the general way of confronting the students. Along with the pre-vious, personal pool of exercises and the curriculum were crucial for coping as a physical education teacher. The subjects seemed to have solid acquirements for teaching physical edu-cation. They considered health and well being important and the curriculum was clearly di-recting their work. The subject described their teaching as individual and pupil oriented con-sidering the given resources. Through physical education and other physical activities, the teachers aimed to support the general socialization process in education.\r\n\r\nAs a result of this study, an overview table was created to indicate the relationship of the main findings of the content analysis and the curriculum compared to the phases of the socialization process. Professional career as the final phase of the socialization process appeared the most important considering the forming of a personal teaching philosophy. However, personal his-tory and teacher education remained significant in the matter throughout the process. The forming process of the teaching philosophy in this teacher group should be further researched, keeping in mind the timely phenomena. Regarding working welfare and the quality of the teaching both the considered and actual teaching skills should be taken into account.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Reda Oulmane (reyooulm) on 2017-05-02 18:02:09.045577. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). 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