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[{"key": "dc.contributor.advisor", "value": "Liukkonen, Jarmo", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Soiro, Netta", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2017-12-19T12:49:12Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2017-12-19T12:49:12Z", "language": null, "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:1809880", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/56438", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "TIIVISTELM\u00c4\n\nSoiro, N. 2017. Kahden opettajan kokemuksia auktoriteetista. Liikuntatieteellinen tiedekunta, Jyv\u00e4skyl\u00e4n yliopisto, liikuntapedagogiikan pro gradu \u2013 tutkielma, 79 sivua, 1 liite. \nTutkimuksen tarkoituksena oli kuvailla pitk\u00e4\u00e4n opettaneiden naisopettajien kokemuksia omasta auktoriteetistaan, mahdollisista muutoksista niiss\u00e4 vuosikymmenien aikana ja auktoriteettiin vaikuttaneista tekij\u00f6ist\u00e4. Tutkimus tehtiin laadullisena tutkimuksena ja tutkimusmenetelm\u00e4n\u00e4 k\u00e4ytettiin fenomenologis-hermeneuttista tutkimusmetodia. Aineisto koostui kahdesta puolistrukturoidusta teemahaastattelusta, jotka toteutettiin 2010. Valikoin tutkimukseeni kaksi eritt\u00e4in kokenutta naisopettajaa, joilla koin olevan vahva auktoriteetti. Ensimm\u00e4inen haastateltavani oli toiminut yl\u00e4asteella ja lukiossa liikunnanopettajana yli kolmekymment\u00e4 vuotta. H\u00e4n menehtyi pro gradu -ty\u00f6n aikana vaikeaan sairauteen. Toinen haastatelluista on toiminut yli kaksikymment\u00e4 vuotta alakoulun luokanopettajana sek\u00e4 toimi haastatteluhetkell\u00e4 my\u00f6s rehtorina. \nOpettajan teht\u00e4viin kuuluu p\u00e4\u00e4asiallisesti opetus, mutta my\u00f6s kasvatus. Kasvatuksen painotus v\u00e4henee, mit\u00e4 vanhempien oppilaiden kanssa ollaan tekemisiss\u00e4. Auktoriteetin muodostuminen tukeutuu opettajan ja oppilaan v\u00e4liseen vuorovaikutussuhteeseen. Vuorovaikutus oppilaan kanssa luo perustan toimivalle kommunikaatiolle. Lis\u00e4ksi on t\u00e4rke\u00e4\u00e4 osoittaa olevansa oikeuden- ja johdonmukainen, sek\u00e4 periksiantamaton siten, ettei sovituista s\u00e4\u00e4nn\u00f6ist\u00e4 poiketa. Opettajan on muistettava silti, ettei luo s\u00e4\u00e4nt\u00f6j\u00e4 liikaa, koska liian monesta s\u00e4\u00e4nn\u00f6st\u00e4 kiinnipit\u00e4minen on mahdotonta. Oman k\u00e4ytt\u00e4ytymisen lis\u00e4ksi tietoon perustuva auktoriteetti eli aineenhallinta on merkitt\u00e4v\u00e4 tekij\u00e4 oppilaiden kunnioituksen saamisessa. Moni opettaja kaipaa auktoriteettiin valmentamista oman opettajakoulutuksensa aikana. \nAuktoriteetin muuttumista opetusurien aikana sek\u00e4 koettiin ett\u00e4 ei koettu. Yht\u00e4\u00e4lt\u00e4 huonosti k\u00e4ytt\u00e4ytyvi\u00e4 lapsia on aina ollut, mutta ajan my\u00f6t\u00e4 muoto on muuttunut. Toisaalta muutos on ollut hyvin selv\u00e4 ja opettajille voidaan esimerkiksi haistatella nyky\u00e4\u00e4n helposti. Vanhempien mielenkiinto opettajan ty\u00f6t\u00e4 kohtaan on lis\u00e4\u00e4ntynyt merkitt\u00e4v\u00e4sti. Yhteisty\u00f6 kodin kanssa pit\u00e4\u00e4 molemmat tahot ajan tasalla oppilaan menestyksest\u00e4 koulussa ja tukee yhteist\u00e4 kasvatuslinjaa. Samalla vanhemmat ovat nyky\u00e4\u00e4n herkempi\u00e4 kritisoimaan opettajan toimintaa ja siten lis\u00e4\u00e4v\u00e4t opettajan ty\u00f6t\u00e4. Kodin kasvatuksen merkitys koettiin eritt\u00e4in t\u00e4rke\u00e4n\u00e4. Jos lapset eiv\u00e4t kunnioita aikuisia kotona, eiv\u00e4t he sit\u00e4 tee my\u00f6sk\u00e4\u00e4n koulussa. Yhteiskunnan odotuksilla ja ajan hengell\u00e4 koettiin olevan my\u00f6s vaikutusta koulumaailmaan. Vanhemmat el\u00e4v\u00e4t nyky\u00e4\u00e4n enemm\u00e4n itse\u00e4\u00e4n ajatellen, mik\u00e4 on pois lapsen turvallisesta ja v\u00e4litt\u00e4v\u00e4st\u00e4 kasvatusymp\u00e4rist\u00f6st\u00e4. Ty\u00f6el\u00e4m\u00e4nvaatimukset viev\u00e4t vanhempien voimavaroja ja samalla asettavat kouluille entist\u00e4 enemm\u00e4n odotusarvoja.\n\nAsiasanat: auktoriteetti, auktoriteettisuhde, kasvatus, vuorovaikutus, vuorovaikutustaidot, koulu", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "ABSTRACT\n\nSoiro Netta (2017). Two teachers\u2019 experiences of their authority. Faculty of Sport and Health Sciences, University of Jyv\u00e4skyl\u00e4, Master\u2019s thesis in Sports Pedagogy, 79 pp., 1 appendix.\n\nThe objective of the study was to examine the experiences of two experienced female teacher about their authority, possible changes in it and overall the factors that influence their authority. The study was made as a qualitative study and there was used a hermeneutic phenomenological approach. The material consisted of two theme interviews which were carried out 2010. I chose to have two highly experienced female teachers, whom I considered having a strong authority. The first teacher had been as a sports teacher on upper secondary school and high school for more than 30 years. Unfortunately she died on a serious disease during my study. The other teacher had been as an elementary teacher for over 20 years, partially as a principle. \nTeachers\u2019 work consists mainly teaching and but also upbringing. The emphasis of upbringing decreases the older pupils get. The base of teacher\u2019s authority is the interaction between teacher and pupil. An interaction with a pupil gives a ground for a functional communication. In addition it is highly important to show consistency, justice and relentlessness. Simultaneously the teacher should not create too many rules, for controlling those rules is impossible. An authority based on the teacher\u2019s knowledge and skills is also a significant factor in getting pupil\u2019s respect. Many teachers would hope to have a better education concerning authority already during their teacher studies. \nChanges in authority during careers was both experienced and not experienced. On one side there has always been badly behaving children, but along time the form of misbehavior has changed. On the other hand the change has been very radical and it is very common to course at a teacher. Parents\u2019 interest on teacher\u2019s work has increased significantly. Collaboration helps to keep both institutes on real time with the pupil\u2019s school success and supports the task of common upbringing. Still, due to this interaction parents are also disturbingly active in criticizing teacher\u2019s work. This adds the stress teacher has to deal. The role of parenting was experienced very important. If children will not respect adults at home, they will not respect them at school either. The expectations of the society has its own impact on the school world. Parents live nowadays more to themselves and this deteriorates children\u2019s safe and caring upbringing climate. Also the economical standards require more time from the parents and give pressure to schools.\n\nKeywords: authority, education, interaction, interaction skills, upbringing, school", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Netta Soiro (njsoiro) on 2017-12-19 12:49:11.861535. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). 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