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[{"key": "dc.contributor.advisor", "value": "Innanen, Hely", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Alanen, Riikka", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Vihri\u00e4l\u00e4, Riina", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2019-01-14T12:50:12Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2019-01-14T12:50:12Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2019", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/62481", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n tutkimuksen tarkoituksena on selvitt\u00e4\u00e4 luokanopettajan ja erityisopettajan yhteisty\u00f6n voimavaroja sek\u00e4 haasteita. Tutkimuksessa pohditaan my\u00f6s autonomian ja yhteis\u00f6llisyyden paradigmaa ja kolmiportaisen tuen toteutumista opettajien yhteisty\u00f6ss\u00e4 oppilasta osallistavalla tavalla. Tutkimus on laadullinen ja tutkimusmenetelm\u00e4n\u00e4 oli puolistrukturoitu teemahaastattelu. Tutkittavien joukossa oli yhteens\u00e4 8 opettajaa, joista 4 luokanopettajaa ja 4 erityisopettajaa. Tutkimusaineisto ker\u00e4ttiin syksyll\u00e4 2018 ja analysoitiin teoriaohjaavasti laadullisen sis\u00e4ll\u00f6nanalyysin keinoin. Tutkimuksen keskeisen\u00e4 tuloksena voidaan todeta, ett\u00e4 opettajien subjektiiviset voimavarat ja hyvinvointi ovat uhattuina riitt\u00e4m\u00e4tt\u00f6myyden tunteen, muuttuneen ja osin ep\u00e4selv\u00e4n ty\u00f6nkuvan sek\u00e4 liiallisen ty\u00f6m\u00e4\u00e4r\u00e4nvuoksi. Henkil\u00f6kemiat ja eri n\u00e4kemykset tuen toteuttamisen tavoista, resursoimaton inkluusio sek\u00e4 kiire viev\u00e4t voimavaroja ja ty\u00f6n iloa. Vuorovaikutukselle ei ole tarpeeksi aikaa. Ty\u00f6n hektisyys ja resurssien puute aiheuttavat laastariratkaisuja, jotka lis\u00e4\u00e4v\u00e4t j\u00e4nnitteit\u00e4 yhteisty\u00f6ss\u00e4. Erill\u00e4\u00e4n ty\u00f6skentely heikent\u00e4\u00e4 yhteisty\u00f6n toimivuutta ja huoli kaventuvasta autonomiasta nousee ty\u00f6n iloa v\u00e4hent\u00e4v\u00e4n\u00e4 ilmi\u00f6n\u00e4.\n\nT\u00e4m\u00e4n tutkimuksen tulokset osoittavat, ett\u00e4 opettajien ty\u00f6ss\u00e4 on paljon voimavaroja\nvahvistavia tekij\u00f6it\u00e4, kuten ty\u00f6n rajaaminen ja palautuminen, yhdess\u00e4 toimiminen, sosiaalinen tuki ja dialogisuus. Ty\u00f6n sopiva haastavuus, vaihtelevuus ja pedagoginen vapaus tukevat t\u00e4m\u00e4n tutkimuksen mukaan opettajan voimavaroja. Oppilaat, heid\u00e4n oppimisensa ja perusteht\u00e4v\u00e4\u00e4n keskittyminen antavat ty\u00f6niloa. Kollektiiviset ty\u00f6tavat, henkil\u00f6resurssit ja riitt\u00e4v\u00e4 aika yhteisty\u00f6lle nousevat keski\u00f6\u00f6n. Hyv\u00e4n yhteisty\u00f6n elementit, kuten joustavuus, luottamus ja esimerkiksi samanaikaisopetuksen mahdollistama yhteis\u00f6llisyys, n\u00e4hd\u00e4\u00e4n voimavaratekij\u00f6in\u00e4. Kollektiiviset ty\u00f6tavat lis\u00e4\u00e4v\u00e4t tutkimuksen perusteella mahdollisuutta parempaan oppilastuntemukseen, toisen ty\u00f6n havainnointiin sek\u00e4 vuorovaikutukseen.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2019-01-14T12:50:12Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2019-01-14T12:50:12Z (GMT). No. of bitstreams: 0\n Previous issue date: 2019", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "128", "language": "", "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.title", "value": "Voimavarat ja haasteet luokanopettajan ja erityisopettajan yhteisty\u00f6ss\u00e4 : oppilaan tukeminen kouluarjessa : \u201d Se ei oo v\u00e4ltt\u00e4m\u00e4tt\u00e4 sen oppilaan kannalta paras, ett\u00e4 tehd\u00e4\u00e4n vaan semmosia laastariratkaisuja.\u201d", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201901141187", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Kasvatustieteiden ja psykologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Education and Psychology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Opettajankoulutuslaitos", "language": "fi", "element": 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