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[{"key": "dc.contributor.advisor", "value": "Bottas, Reijo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Hirvensalo, Mirja", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Ruotoistenm\u00e4ki, Janne", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2020-01-30T10:56:37Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2020-01-30T10:56:37Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2020", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/67612", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Suurin osa Suomessa j\u00e4rjestett\u00e4v\u00e4st\u00e4 yl\u00e4koulun liikunnanopetuksesta j\u00e4rjestet\u00e4\u00e4n tytt\u00f6jen ja poikien erillisryhmiss\u00e4. Nykyisten vuoden 2014 opetussuunnitelman perusteiden mukaan peruskoulun tulee lis\u00e4t\u00e4 ymm\u00e4rryst\u00e4 sukupuolen moninaisuudesta ja kasvattaa ilman sukupuoleen sidottuja roolimalleja. Osa kouluista onkin siirtynyt liikunnan sekaryhm\u00e4opetukseen. T\u00e4m\u00e4n tutkielman tarkoituksena oli selvitt\u00e4\u00e4, millaisia kokemuksia ja n\u00e4kemyksi\u00e4 liikunnanopettajilla on sekaryhm\u00e4opetuksesta yl\u00e4koulun liikuntatunneilla. Lis\u00e4ksi tavoitteena oli kartoittaa liikunnanopettajien kertomuksissa ilmenev\u00e4\u00e4 heteronormatiivisuutta.\n\nTutkimus toteutettiin laadullisin menetelmin hy\u00f6dynt\u00e4m\u00e4ll\u00e4 fenomenologis-hermeneuttista tutkimusperinnett\u00e4. Aineisto ker\u00e4ttiin haastattelemalla kuutta liikunnaopettajaa, joilla on kokemusta yl\u00e4koulun sekaryhm\u00e4opetuksesta. Haastatteluaineistoa tulkitsemalla pyrittiin luomaan yleinen merkitysverkosto siit\u00e4, millaisia onnistumisia ja haasteita sekaryhm\u00e4opetuksessa on koettu sek\u00e4 tulkittiin kertomuksia heteronormatiivisuuden n\u00e4k\u00f6kulmasta.\n\nTutkimuksessa haastateltujen liikunnanopettajien mukaan sekaryhm\u00e4opetuksen vahvuuksina ovat kasvatuksellisuus, monipuolisemmat lajisis\u00e4ll\u00f6t, sukupuolisensitiivisyys ja muunsukupuolisten parempi asema. Sen sijaan selke\u00e4n\u00e4 haasteena sekaryhm\u00e4opetuksessa on siell\u00e4 vallitseva heteroseksuaalinen maskuliinisuus, joka johtaa arkojen oppilaiden ja erityisesti tytt\u00f6jen syrj\u00e4\u00e4n vet\u00e4ytymiseen tai syrjimiseen ja maskuliinisten liikuntamuotojen suosimiseen. Siirtyminen sekaryhm\u00e4opetukseen kesken yl\u00e4koulun aiheutti poikkeuksetta vastustusta niin oppilaissa, vanhemmissa kuin liikunnanopettajissa. Sen sijaan vastustusta sekaryhm\u00e4opetusta kohtaan ei esiintynyt silloin, kun muutosvaihetta ei ollut ollut. Huomionarvoista on se, ett\u00e4 enemmist\u00f6 haastateltavista kertoi asenteidensa muuttuneen my\u00f6nteisemm\u00e4ksi sekaryhm\u00e4opetusta kohtaan kokemustensa my\u00f6t\u00e4. Haastatteluissa ilmeni yksinkertaistavia ja sukupuolittavia kommentteja riippumatta liikunnanopettajien n\u00e4kemyksist\u00e4 opetusryhmi\u00e4 koskien.\n\nTukimuksen perusteella toimivan sekaryhm\u00e4opetuksen vaatimuksina ovat kahden liikunnanopettajan v\u00e4linen yhteisopettajuus, monipuoliset opetusk\u00e4yt\u00e4nteet, kuten eriytt\u00e4minen ja yhteistoiminnalliset harjoitteet, liikunnanopettajien osallistaminen p\u00e4\u00e4t\u00f6ksenteossa ja liikunnanopettajien sukupuolisensitiivinen ote ja kyky toteuttaa monipuolisia liikuntasis\u00e4lt\u00f6j\u00e4. N\u00e4in ollen jo liikunnanopettajakoulutuksessa olisi t\u00e4rke\u00e4 kiinnitt\u00e4\u00e4 huomio sukupuolitietoiseen opetukseen ja varmistua opiskelijoiden kyvyist\u00e4 toteuttaa monipuolisia liikuntasis\u00e4lt\u00f6j\u00e4 ja opetusk\u00e4yt\u00e4nteit\u00e4, jotta liikunnanopetuksessa kyett\u00e4isiin yksil\u00f6llisyyden huomioimiseen.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "In Finnish secondary schools, girls and boys are usually taught physical education (PE) in separate groups. Although, the current curriculum says that schools have to raise awareness about gender diversity and educate without any gender-specific role models. Because of this, some of the schools have established mixed group lessons in physical education.\n\nThe purpose of this thesis was to find out what kind of experiences and opinions PE teachers have about mixed group physical education especially in the secondary schools. Moreover, the purpose was also to assess the interviews through the concept of heteronormativity.\n\nThe study represented qualitative approach and followed the hermeneutic phenomenological research strategy. There were six PE teachers who were interviewed and they all had teaching experience of mixed group PE lessons. The aim was to transform subject\u2019s everyday expressions into different meaning units and then construct a consistent description of the accomplishments and challenges in mixed group physical education. The results were taken place through a process of reflection and imaginative variation. \n\nAccording to the interviewees the strengths of the mixed group lessons are educational perspective, more versatile activities, gender sensitivity and recognition of the non-binary people. Instead, the significant problem in mixed group lessons is its\u2019 heterosexual masculinity, which leads to sensitive pupils, especially girls, to go aside and the preference of masculine sport contents. A transition from single-sex lessons to mixed group lessons during secondary school caused objection from pupils, parents and PE teachers. Yet, no objection toward mixed group lessons were occurred if there was not a transition. Majority of the interviewees\u2019 attitude toward mixed group lessons had changed into a more positive way after their experiences. Interviews consisted heteronormative comments despite the teachers\u2019 opinions about the composition of the groups.\n\nBased on the research, the requirements of a well-functioning mixed group physical education are physical educators\u2019 co-teaching, diverse teaching methods such as the inclusion style and cooperative learning, PE teachers\u2019 involvement in decision making and PE teachers\u2019 gender sensitivity and ability to implement different activities. Therefore, it is important to include gender sensitivity throughout the sport pedagogy studies and be assured of PE students\u2019 abilities to consider pupils\u2019 individual needs.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2020-01-30T10:56:37Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2020-01-30T10:56:37Z (GMT). No. of bitstreams: 0\n Previous issue date: 2020", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "126", "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.subject.other", "value": "sekaryhm\u00e4opetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "yhteisopetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "sukupuolitietoisuus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Onnistumisia ja haasteita sekaryhm\u00e4opetuksessa liikunnanopettajien kertomana", "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-202001301881", "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": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Liikunta- ja terveystieteet", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Liikuntapedagogiikka", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physical Education Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "502", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "sukupuolisensitiivisyys", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "heteronormatiivisuus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "koululiikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikuntakasvatus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.type.okm", "value": "G2", "language": null, "element": "type", "qualifier": "okm", "schema": "dc"}]
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