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[{"key": "dc.contributor.advisor", "value": "S\u00e4\u00e4kslahti, Arja", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Toura, Emma", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2020-11-04T08:01:58Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2020-11-04T08:01:58Z", "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/123456789/72470", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n tutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 liikunnanopettajaopiskelijoiden ammatillisen kehittymisen etenemist\u00e4 kasvatustieteen perus- ja aineopintojen osana kirjoitettuja opetusfilosofioita vertaillen. Samankaltaisuuksien ja eroavaisuuksien perusteella pyrittiin tarkastelemaan liikunnanopettajakoulutuksen roolia ja mahdollisuuksia opiskelijoiden kehityksen edist\u00e4j\u00e4n\u00e4. \n\nTutkimusjoukkona toimi nelj\u00e4 Jyv\u00e4skyl\u00e4n yliopiston liikuntapedagogiikan opiskelijaa, jotka suorittivat opettajan pedagogiset aineopinnot kev\u00e4\u00e4ll\u00e4 2018. Tutkimusaineisto koostui heid\u00e4n kasvatustieteen perus- ja aineopintovaiheessa kirjoittamistaan opetusfilosofioista. Tutkimusotteeltaan kyseess\u00e4 on siis kerronnallinen eli narratiivinen tutkimus. Opetusfilosofiat oli kirjoitettu opintojen osana, eli ne olivat t\u00e4ysin riippumattomia tutkimuksen teosta ja tarkoituksista. Opiskelijat halusivat antaa omat opetusfilosofiansa tutkimusk\u00e4ytt\u00f6\u00f6n. Tutkimusaineiston muodostaneet opetusfilosofiat sis\u00e4lsiv\u00e4t yhteens\u00e4 146 sivua teksti\u00e4, fonttikoolla 12 ja riviv\u00e4lill\u00e4 1,5. Tutkimusmenetelm\u00e4n\u00e4 oli sis\u00e4ll\u00f6n analyysi. Aineisto pelkistettiin, ryhmiteltiin, luokiteltiin ja k\u00e4sitteellistettiin. Tutkimus l\u00e4hti liikkeelle aineistol\u00e4ht\u00f6isen\u00e4 analyysin\u00e4, mutta analyysirungon muodostamisen my\u00f6t\u00e4 tutkimus muuttui teoriaohjaavaksi. Tulosten luotettavuutta pyrittiin lis\u00e4\u00e4m\u00e4\u00e4n tukemalla niit\u00e4 aiemmalla tutkimustiedolla.\n\nOpetusfilosofiat olivat rakenteellisesti melko samankaltaisia, mutta niiden sis\u00e4ll\u00f6llinen tarkastelu toi esiin eroja. Opintojen alkupuolella, kasvatustieteen perusopintovaiheessa, tehdyiss\u00e4 opetusfilosofioissa k\u00e4siteltiin huomattavasti enemm\u00e4n itseen ja omaan menneisyyteen liittyvi\u00e4 teemoja, kun taas aineopintovaiheen filosofioissa korostui nykyhetki ja tulevaisuuden ty\u00f6el\u00e4m\u00e4. Opintojen aikana opiskelijoiden n\u00e4k\u00f6kulma oli muuttunut opetus- ja oppilaskeskeisemm\u00e4ksi. Opiskelijat korostivat k\u00e4yt\u00e4nn\u00f6n kokemusten ja niiden reflektoinnin merkityst\u00e4 kehityksens\u00e4 kannalta, mutta my\u00f6s teoriatietoa osattiin aiempaa paremmin yhdist\u00e4\u00e4 osaksi opetusfilosofioita. Ihmisk\u00e4sitys, oppimisk\u00e4sitys, arvot, tavoitteet ja opettajuuden kulmakivet olivat sis\u00e4ll\u00f6llisesti muuttuneet merkitt\u00e4v\u00e4sti koulutuksen aikana. Koulutuksella on siis pystytty haastamaan opiskelijoiden aiempia tietoja ja uskomuksia. Tulee kuitenkin huomioida, ett\u00e4 opettajankouluttajien antamalla ohjeistuksella on my\u00f6s ollut oma roolinsa opetusfilosofioiden muotoutumisessa.\n\nOpiskelijoiden kehittyminen opintojen aikana noudatti opettajan oppimisen mallin ja muiden aiempien tutkimusten mukaisia linjoja. Opintojen aikana opiskelijat olivat kasvaneet kohti opettajuutta. Peilattaessa tuloksia liikunnanopettajakoulutukseen voidaan todeta, ett\u00e4 suurelta osin koulutus p\u00e4\u00e4see sille asetettuihin tavoitteisiin. Opiskelijoiden aiempien uskomusten haastamista tutkimustiedolla, oman toiminnan kriittist\u00e4 tarkastelua ja reflektointia, liikunnanopetuksen ainedidaktiikan omaksumista sek\u00e4 teoriatiedon liitt\u00e4mist\u00e4 osaksi opetusajattelua oli havaittavissa. Jatkossa olisi suositeltavaa kiinnitt\u00e4\u00e4 entist\u00e4 enemm\u00e4n huomiota teoria, itses\u00e4\u00e4tely, k\u00e4yt\u00e4nn\u00f6n sek\u00e4 sosiokulttuurista tietoa yhdistelevien ty\u00f6tapojen k\u00e4ytt\u00f6\u00f6n, jotta kehittyminen olisi kokonaisvaltaista. Lis\u00e4ksi opettajan ty\u00f6n laaja-alaisuuteen ja yhteiskunnallisiin n\u00e4k\u00f6kulmiin tulee paneutua entist\u00e4 paremmin. Opetusfilosofioiden analysoiminen osoittautui varteenotettavaksi tavaksi tarkastella opiskelijoiden ammatillista kehittymist\u00e4 ja liikunnanopettajakoulutuksen laatua.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The aim of this study was to examine physical education student teachers\u2019 professional development by comparing their teaching philosophies written during the core and intermediate studies of education. In addition, the goal was to discuss about physical education teacher education\u2019s possibilities to foster the development.\n\nThe target group consisted of four physical education student teachers from the University of Jyv\u00e4skyl\u00e4. All four students carried out the intermediate studies of education during the spring 2018. The research data was made up of teaching philosophies written during the core and intermediate studies of education, so the research design was narrative. The teaching philosophies existed before the study, so the data is independent. Students were willing to give their teaching philosophies to scientific use. The research data was analyzed by applying the conventions of content analysis, so the data was simplified, grouped, classified, and conceptualized. During the research project, the study changed from databased to partly theoretical approach. Reliability was increased by supporting the results with the findings from previous studies.\n\nThe content analysis brought out some distinctions between the teaching philosophies. The themes that dealt with past and teacher students themselves were emphasized in the teaching philosophies written during the core studies. Whereas the philosophies written as a part of the intermediate studies, focused on present and future with the more teaching and student-centered point of view. Students found that practical experiences and reflection of these happenings helped them to develop as a teacher, but they also could apply theoretical knowledge better than before. Concept of a human being and learning, values, targets, and the key elements of teacherhood changed a lot during the training, so the education can evidently challenge the previous beliefs and knowledge of student teachers. It is important to take into account that the instructions given by teacher educators have also had an impact to the content of teaching philosophies.\n\nAccording to the results student teachers\u2019 development followed the same principles found in the previous studies. During the training students had grown and became teachers. Physical education teacher education has accomplished most of the targets mentioned in the description of the training program. The education has managed to challenge student teachers\u2019 previous beliefs, guide to critically observe and reflect the action of oneself, help students to acquire subject specific didactics and connect theory into teaching philosophy. In the future it is recommended to utilize even more teaching methods that link practical, theoretical, and self-regulative knowledge to ensure that the development is comprehensive. In addition, there should be more emphasis on social aspects and the extent of the work of a teacher. Analyzing teaching philosophies turned out to be useful way to study teacher students\u2019 professional development and the quality of the teacher education.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2020-11-04T08:01:58Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2020-11-04T08:01:58Z (GMT). No. of bitstreams: 0\n Previous issue date: 2020", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "104", "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": "opetusfilosofia", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "liikunnanopettajakoulutus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Liikunnanopettajaopiskelijoiden ammatillinen kehittyminen koulutusvaiheessa : opetusfilosofioiden n\u00e4k\u00f6kulma", "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-202011046506", "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": 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