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[{"key": "dc.contributor.advisor", "value": "Jaakkola, Timo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Liukkonen, Jarmo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Vaherto, Anette", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2020-02-14T06:50:29Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2020-02-14T06:50:29Z", "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/123456789/67837", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n tutkimuksen tarkoitus on selvitt\u00e4\u00e4 kuinka liikunnanopettajat ymm\u00e4rt\u00e4v\u00e4t kest\u00e4v\u00e4n kehityksen, kuinka merkitykselliseksi se koetaan ja mitk\u00e4 tekij\u00e4t vaikuttavat sen opettamiseen osana liikunnanopetusta. Tutkimus jakautuu teoreettiseen ja empiiriseen osaan. Teoreettisen osan tarkoitus on selvent\u00e4\u00e4 kest\u00e4v\u00e4n kehityksen m\u00e4\u00e4ritelm\u00e4\u00e4, tarpeellisuutta ja monimutkaisuutta, sek\u00e4 avata liikunnanopettajan ty\u00f6n moniulotteisia kest\u00e4v\u00e4n kehityksen vaatimuksia opetussuunnitelman n\u00e4k\u00f6kulmasta. Empiirisess\u00e4 osassa analysoin opettajien k\u00e4sityksi\u00e4 ja ajatuksia opetussuunnitelman vaatimuksista, kest\u00e4v\u00e4st\u00e4 kehityksest\u00e4 ja siihen liittyv\u00e4st\u00e4 vastuusta, sek\u00e4 kest\u00e4v\u00e4n kehityksen opettamisesta osana liikunnanopetusta.\n\nTutkimus toteutettiin laadullisin menetelmin ja tutkimusaineisto ker\u00e4ttiin teemahaastatteluilla toukokuussa 2019. Tutkimusta varten haastateltiin viitt\u00e4 liikunnanopettajaa, haastattelut kestiv\u00e4t keskim\u00e4\u00e4rin 30 min ja litteroitua teksti\u00e4 syntyi 39 sivua. Litteroitu tekstiaineisto analysoitiin sis\u00e4ll\u00f6nanalyysill\u00e4 p\u00e4\u00e4asiassa fenomenologis-hermeneuttisista l\u00e4ht\u00f6kohdista k\u00e4sin. \n\nTulokset osoittivat, ett\u00e4 liikunnanopettajien ymm\u00e4rrys kest\u00e4v\u00e4st\u00e4 kehityksest\u00e4 painottui joko laajaan teoreettiseen (luonnonvarojen s\u00e4ilyminen tulevaisuuden sukupolville) tai suppeaan konkreettiseen (omat arjen valinnat) k\u00e4sitykseen. K\u00e4sitysten v\u00e4lill\u00e4 ei ollut vahvaa linkki\u00e4. Vastuu kest\u00e4v\u00e4st\u00e4 kehityksest\u00e4 kuului liikunnanopettajien mielest\u00e4 kaikille, kuitenkin mit\u00e4 enemm\u00e4n tietoutta, valtaa ja rahaa, sit\u00e4 enemm\u00e4n vastuuta. Liikunnanopettajilla oli yhteinen k\u00e4sitys siit\u00e4, ett\u00e4 kest\u00e4v\u00e4\u00e4 kehityst\u00e4 ei tapahdu t\u00e4ll\u00e4 hetkell\u00e4 tarpeeksi. He kokivat, ett\u00e4 maailman kest\u00e4v\u00e4n kehityksen tilaa voidaan parantaa parhaiten poliittisilla p\u00e4\u00e4t\u00f6ksill\u00e4.\n\nLiikunnanopettajille kest\u00e4v\u00e4 kehitys oli omissa arvoissa t\u00e4rke\u00e4\u00e4, puheiden tasolla t\u00e4rke\u00e4mp\u00e4\u00e4 kuin k\u00e4yt\u00e4nn\u00f6ss\u00e4. Liikunnanopetuksessa kest\u00e4v\u00e4 kehitys n\u00e4kyi muun muassa keskusteluilla, liikuntav\u00e4lineisiin liittyvill\u00e4 valin\u00acnoilla ja hy\u00f6tyliikunnan korostamisella. Selke\u00e4\u00e4 kest\u00e4v\u00e4n kehityksen opettamisen linjaa tai suunnitelmaa haastateltavat eiv\u00e4t noudattaneet. Syit\u00e4 sille, miksi kest\u00e4v\u00e4\u00e4n kehitykseen liittyvi\u00e4 asioita ei ole sen kummemmin mukana liikunnanopetuksessa oli muun muassa resurssien puute, koulun toimintakulttuuri ja liikuntapaikkoihin ja niille kulkemiseen liittyv\u00e4t kest\u00e4v\u00e4n kehityksen esteet.\n\nT\u00e4h\u00e4n tutkimukseen osallistuneilla liikunnanopettajilla ei tuntunut olevan suurta tarvetta lis\u00e4t\u00e4 kest\u00e4v\u00e4\u00e4n kehitykseen liittyvi\u00e4 sis\u00e4lt\u00f6j\u00e4 \u201csen enemp\u00e4\u00e4\u201d omaan opetukseensa. T\u00e4m\u00e4n seikan voi tulkita johtuvan joko uskomuksesta a) tiedot ja taidot tulevat muualta, b) tarvittavan suuri muutos tapahtuu politiikassa tai c) oppilaat oppivat tarpeeksi kest\u00e4v\u00e4st\u00e4 kehityksest\u00e4 tunneillani. Jos opettaja tunnistaa tarpeen lis\u00e4t\u00e4 kest\u00e4v\u00e4n kehityksen opetusta osaksi ty\u00f6t\u00e4\u00e4n, h\u00e4n voi ottaa siit\u00e4 vastuun itse. Tuloksena voi olla onnistunut paikallinen muutos tai ep\u00e4onnistuminen ja mahdollinen uupumus. Mik\u00e4li opettaja tunnistaa muutostarpeen, mutta siirt\u00e4\u00e4 vastuun eteenp\u00e4in, syntyy vaatimus valmiille kest\u00e4v\u00e4n kehityksen opettamisen materiaalille ja opettajakoulutuksen kehitt\u00e4miselle. Tulevaisuudessa on t\u00e4rke\u00e4 selvitt\u00e4\u00e4, valmistuuko oppilaitoksista opetussuunnitelman tavoitteiden mukaisesti nuoria, joilla on halu ja valmiudet el\u00e4\u00e4 kest\u00e4v\u00e4sti.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this study was to examine how Physical Education (PE) teachers understand sustainability, how much importance they give to it and what factors affect the way it is taught in their PE classes. The study is divided in theoretical and empirical parts. The theoretical part clarifies the definition of sustainability, its\u2019 complexity, necessity and urgency. The theoretical part also clarifies the curricular framework of Finnish PE teachers and the multidimensional objectives of teaching sustainability. In the empirical part I will analyse PE teachers\u2019 perceptions of the requirements and objectives of the curriculum, their understanding of sustainability and the responsibility that comes along with it, and thoughts and experiences of teaching sustainability in PE.\n\nThe study was implemented with qualitative methods. The material was gathered with five theme interviews in May 2019. The interviews lasted on average 30 minutes and transcribed into 39 pages of text. The analysis of the study was data driven with phenomenological approach.\n\nThe study shows, that PE teachers\u2019 understanding of sustainability was divided in two distinct parts, theoretical (the idea of natural resources remaining for future generations) and practical (everyday choices). PE teachers thought that the responsibility of sustainability belongs to every\u00acbody but not equally. The more a person has knowledge, money or power, the more he is expected to act sustainably. PE teachers had a common conception of sustainability not been practiced enough today. They felt that the most effective way to enforce the sustainability practices is by political decisions.\n\nSustainability was important to all of the PE teachers in theory, but it did not show as important in practice. In PE classes sustainability was taught in different ways, including for example discussions, equipment related choices and promoting incidental activity. There was no evidence of clear systematic planning or ways of teaching sustainability. The reasons why sustainability was not included in PE more than what it was, were for example lack of resources, the school\u2019s culture and problems related to sport venues and transport to them.\n\nPE teachers did not seem to have an urge to add more sustainability in their classes. This might be a result of a) belief that the sustainable education is coming from somewhere else, b) belief that big enough change is going to happen in politics or c) belief that the students already learn enough about sustainability in their class to meet the objectives of the curriculum. Teachers who see an urge to add more sustainability education in their classes might take the responsibility on their selves and either success locally or fail and experience mental fatigue. If they push the responsibility towards decision makers, what they need is more material and tools for teaching sustainability in practice and more sustainability education in their Teacher Education Programs. In the future it is important to examine if students who graduate, are willing to pursue a sustainable lifestyle as the objective is in the national curriculum.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2020-02-14T06:50:29Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2020-02-14T06:50:29Z (GMT). No. of bitstreams: 0\n Previous issue date: 2019", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "74", "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": "arvot opetuksessa", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Kest\u00e4v\u00e4 kehitys osana liikunnanopetusta", "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-202002142076", "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": "liikuntakasvatus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "kest\u00e4v\u00e4 kehitys", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opetussuunnitelmat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "arvot", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikunnanopettajat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "haastattelututkimus", "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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