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[{"key": "dc.contributor.advisor", "value": "Heikinaro-Johansson, Pilvikki", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Lyyra, Nelli", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Klinga, Eija-Kaisa", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2020-05-28T11:04:45Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2020-05-28T11:04:45Z", "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/123456789/69278", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n opinn\u00e4ytteen tarkoituksena oli perehty\u00e4 siihen, millaista palautetta opettajat antavat liikuntatunnilla, kuinka palautetta voidaan luotettavasti mitata ja miten oppilaat kokevat saamansa palautteen. Tutkimusaineisto ker\u00e4ttiin kev\u00e4\u00e4ll\u00e4 2019 jyv\u00e4skyl\u00e4l\u00e4isess\u00e4 yl\u00e4koulussa. Liikunnanopettajaopiskelijoiden ja -opettajan (n = 5) palautteenantoa observoitiin systemaattisesti seitsem\u00e4ll\u00e4 oppitunnilla el\u00e4v\u00e4ss\u00e4 tilanteessa ja my\u00f6hemmin videolta palautemittarin avulla. Tunnin p\u00e4\u00e4tteeksi selvitettiin oppilaskyselyn avulla, miten oppilaat (n = 87) kokivat saaneensa palautetta. Opettajan palautetta analysoitiin systemaattisen observoinnin menetelmin. Palautteen kuvailuun k\u00e4ytettiin ristiintaulukointia sek\u00e4 frekvenssej\u00e4. Palautemittarin luotettavuutta el\u00e4v\u00e4n tilanteen ja video-observoinnin v\u00e4lill\u00e4 selvitettiin ristiintaulukoinnilla ja Khin neli\u00f6testill\u00e4 sek\u00e4 yksimielisyyskertoimin. Toistetun video-observoinnin luotettavuutta selvitettiin yksimielisyyskertoimilla. Oppilaskyselyn vastauksia selvitettiin prosenttiosuuksin.\nOpettajat antoivat liikuntatunnilla palautetta useammin yksil\u00f6lle kuin ryhm\u00e4lle. Palaute oli useammin yleist\u00e4, ja palaute kohdistui useammin liikuntataitoihin. K\u00e4ytt\u00e4ytymiseen liittyv\u00e4\u00e4 palautetta annettiin v\u00e4h\u00e4n. Laadultaan palaute oli useammin positiivista, ja negatiivista palautetta annettiin v\u00e4hiten. Tyypillisin opettajan palautelause liikuntatunnilla oli niin ik\u00e4\u00e4n yksil\u00f6llinen, liikuntataitoon kohdistuva positiivinen palaute. Tilastollisessa tarkastelussa palautteenannon mittaukset el\u00e4v\u00e4n tilanteen ja video-observointien v\u00e4lill\u00e4 eiv\u00e4t eronneet toisistaan mutta eiv\u00e4t toisaalta saavuttaneet yksimielisyytt\u00e4. Video-observointi antoi palautteenannosta kuitenkin el\u00e4v\u00e4\u00e4 tilannetta yksityiskohtaisemman kuvan. Toistettu video-observointi my\u00f6s osoitti palautteenannon analyysien yksimielisyytt\u00e4 palautteen saajan ja laadun palautekategorioissa sek\u00e4 yleisen ja liikuntataidosta annetun palautteen palauteluokissa. Oppilaiden kokemukset opettajan antamasta palautteesta vaihtelivat. Kuitenkin oppilaista 61 % koki, ett\u00e4 opettaja oli antanut my\u00f6nteist\u00e4 palautetta usein tai hyvin usein. Oppilaista 84 % my\u00f6s koki, ett\u00e4 opettaja antoi kielteist\u00e4 palautetta vain jonkin verran tai ei lainkaan. Opettaja oli kohdannut oppilaan antamalla ohjeita tai keskustelemalla usein tai hyvin usein 51 %:n mielest\u00e4. Yli puolet oppilaista koki opettajan palautteen hy\u00f6dyllisen\u00e4: palaute auttoi oppimaan, (57 % samaa tai t\u00e4ysin samaa mielt\u00e4), keskittym\u00e4\u00e4n (51 %), kannusti parhaansa yritt\u00e4miseen (58%) ja tuntui t\u00e4rke\u00e4lt\u00e4 (56 %). \nPalautteenannon mittauksen pohjalta tehty analysointi tuo esiin liikunnanopettajan palautteenannon piirteet. Palautteenannon mittaria voidaan tulevaisuudessa hy\u00f6dynt\u00e4\u00e4 opetus- ja tutkimusk\u00e4yt\u00f6ss\u00e4: liikunnanopettajana kehittymisen tukena sek\u00e4 liikunnanopettajaopiskelijoiden palautteenannon analysoinnissa esimerkiksi opetusharjoittelussa. Mittari mahdollistaa vertailun opettajan palautteenantok\u00e4ytt\u00e4ytymisen ja oppilaiden liikuntatuntikokemusten, kuten motivaation, v\u00e4lill\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The aim of the study was to observe and analyse in depth the features of teacher feedback in physical education classes and to test the reliability of a systematic observation instrument. Student perceptions of feedback were also analysed. The data was collected in a secondary school in Jyv\u00e4skyl\u00e4 in spring 2019. Teachers\u2019 (n = 5) feedback was observed during seven physical education lessons that were video-observed later. At the end of each lesson a questionnaire of perceived feedback was collected from students (n = 87). Features of teacher feedback were described using crosstabs and frequencies. The reliability of the observation instrument comparing on-lesson observation and video-observation was tested using crosstabs and Chi-square and intra-observer agreement. The reliability of the test-retest video-observation was tested using intra-observer agreement. Percentiles were used to describe students\u2019 perceptions of teacher feedback.\nTeachers gave more individual feedback compared to group feedback. Feedback was usually general and mostly skill related. Teachers gave few feedbacks concerning behaviour. Feedback was mostly positive in nature and negative feedback was given the least. Similarly, the most common single feedback given by a teacher was a positive general, skill related individual feedback. There were no statistic differences in feedback analyses between real-time observed and video-observed lessons, but the analyses did not reach intra-observed agreement. However, video-observation gave more accurate information of the types of teacher feedback. Furthermore, in the test-retest video-observation, the intra-observer agreement of the systematic observation instrument reached 80 percent in the categories of the aim and the nature of feedback, and in the classifications of general and skill-related feedback. Students\u2019 perceptions of teacher feedback varied. However, 61% of the students felt that the teacher had given positive feedback during the lesson often or very often. 84% of the students also felt that the teacher gave negative feedback rarely or not at all. 51% of the students were of the opinion that the teacher had talked to or instructed them during lesson often or very often. Furthermore, half of the students believed that the feedback given by the teacher was useful: feedback helped them learn (57% agreed or strongly agreed) helped them concentrate (51%), helped them try their best (58%) and felt important (56%).\nMeasuring and analysing feedback gives useful information of the features of teacher feedback. The systematic observation instrument of teacher feedback could be used in teacher training and research purposes: it could benefit the personal evolvement of a teacher and be used to analyse teacher feedback in, for example, teaching practice. Also, the feedback analysis could be further studied in comparison to students\u2019 perceptions, for example motivation.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2020-05-28T11:04:44Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2020-05-28T11:04:45Z (GMT). No. of bitstreams: 0\n Previous issue date: 2020", "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": "palautteenanto", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "liikuntatunti", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "systemaattinen observointi", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "palautteenannon mittari", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "oppilaiden kokemukset", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Palautteenanto liikunnanopetuksessa : palautteen piirteet, mittarin luotettavuus ja oppilaiden kokemukset palautteesta", "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-202005283535", "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": "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.subject.yso", "value": "palaute", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opettajat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "oppitunnit", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "video", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opettajankoulutus", "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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