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[{"key": "dc.contributor.advisor", "value": "Korpi, Hilkka", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Rahunen, Arja", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2020-12-02T10:10:04Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2020-12-02T10:10:04Z", "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/123456789/72920", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Ty\u00f6ss\u00e4oppiminen on olennainen osa l\u00e4hihoitajaksi opiskelua. Sit\u00e4 on opiskelijan oman henkil\u00f6kohtaisen osaamisen kehittymisen suunnitelman (HOKS) mukaisesti kaikissa tutkinnon osissa ja se tapahtuu sosiaali- ja terveysalan erilaisissa toimintaymp\u00e4rist\u00f6iss\u00e4. Opiskelijan osaaminen arvioidaan tutkinnon osan ammattitaitovaatimusten ja -kriteereiden mukaisesti n\u00e4yt\u00f6n arviointikeskustelussa ty\u00f6ss\u00e4oppimisen p\u00e4\u00e4tteeksi ja siihen osallistuvat opiskelija, ty\u00f6el\u00e4m\u00e4n ohjaaja ja ohjaava opettaja. L\u00e4hihoitajaksi opiskelu kest\u00e4\u00e4 opiskelijan osaamisesta ja aiemmasta koulutuksesta riippuen kahdesta kolmeen vuoteen. Aiempien tutkimusten perusteella on todettu, ett\u00e4 ty\u00f6ss\u00e4oppiminen on oleellinen osa ammattitaidon kehittymist\u00e4 ja k\u00e4yt\u00e4nn\u00f6n ty\u00f6taitojen hankkimista. Opiskelijat ovat kokeneet oppineensa eniten tietoja ja taitoja ty\u00f6ss\u00e4oppimisen aikana ja he hy\u00f6dynsiv\u00e4t kaikkia oppimisen muotoja.\n\nT\u00e4m\u00e4n tutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 arviointitilaisuudessa ilmenevi\u00e4 puhetapoja ja sit\u00e4 kuka puhuu ja miten puhuu arvioinnin aikana. Tutkimukseen osallistui nelj\u00e4 sosiaali- ja terveysalan perustutkinnon opiskelijaa It\u00e4-Suomesta, heid\u00e4n ty\u00f6el\u00e4m\u00e4n ohjaajansa ja ty\u00f6ss\u00e4oppimista ohjannut opettaja. Opiskelijat olivat kuntoutumisen tukemisen tutkinnon osan ty\u00f6ss\u00e4oppimisjaksolla. Arviointikeskustelut nauhoitettiin ja litteroitiin. Litteroitu teksti analysoitiin diskurssianalyyttisell\u00e4 menetelm\u00e4ll\u00e4.\n\nAnalyysin tuloksena aineistosta nousi p\u00e4\u00e4teemaksi arviointipuhetapa, koska opiskelijan osaamisen arviointi suhteessa tutkinnon osan arviointikriteerist\u00f6\u00f6n on t\u00e4rkein osa arviointikeskustelua ja koko keskustelu rakentuu tavalla tai toisella sen ymp\u00e4rille. Arviointipuhetapa voitiin jakaa opettajan ja ohjaajan moittivaan puheeseen, opettajan arviointitilannetta johtavaan puheeseen ja opiskelijan arviointi- ja perustelupuheeseen. Analyysin tuloksena todettiin, ett\u00e4 opettaja puhui arviointitilaisuudessa eniten ohjaten keskustelua, joka olikin oletettavaa. Kannustavaa ja motivoivaa puhetta oli v\u00e4h\u00e4n sek\u00e4 ohjaavalla opettajalla ett\u00e4 ty\u00f6el\u00e4m\u00e4arvioijalla. Sen sijaan moittivaa puhetapaa ilmeni paljon. Arviointitilanteen etenemiseen ja siin\u00e4 k\u00e4ytettyihin puhetapoihin vaikutti opiskelijan valmistautuminen omaan arviointiinsa. Opiskelijoilla ilmeni paljon palautetta anovaa puhetapaa ja tutkimuksessa ilmenneill\u00e4 puhetavoilla oli vaikutusta my\u00f6s arvioinnin kulkuun. \n\nPuhetavoilla on merkityst\u00e4 arviointitilaisuudessa. Opettajan kyky k\u00e4ytt\u00e4\u00e4 arviointitilanteen johtamispuhetta ja ohjaavaa puhetta edist\u00e4\u00e4 arviointitilanteen sujumista ja rohkaisee opiskelijaa tuomaan esille omaa osaamistaan. Opiskelijoita tulisi ohjata harjoittelemaan itsearviointia ja sit\u00e4 edist\u00e4vi\u00e4 puhetapoja, esimerkiksi tiedonhallintapuhetapaa, jossa opiskelija kertoo oman osaamisensa kehittymisest\u00e4 ty\u00f6paikalla.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Learning at work is an essential part of practical nursing studies. Based on student\u00b4s personal competence plans (PCDP) drawn up for students, all study modules contain learning at work, which occurs in different operating environments of the social and health care sector. Students\u2019 competence is assessed based on the requirements and criteria set for vocational competence in each module in an assessment discussion related to the demonstration of competence at the end of the work placement. The discussion is participated by the student, the work placement supervisor, and the supervising teacher. Depending on the student\u2019s competence and previous training, practical nursing studies last between two and three years. Based on previous studies, learning at work has been found a key part of the development of vocational competence and acquisition of practical working skills. Students have felt that they have acquired most knowledge and skills during learning at work and have utilized all modes of learning.\n\nThe purpose of this study was to explore the discourses occurring during the assessment situations, who speaks during the assessment, and how. Four students studying for vocational qualifications in social and health care in Eastern Finland, their work placement supervisors and the teacher guiding the work placement participated in the study. The students participated in a work placement period included in the rehabilitation support module. The assessment discussions were recorded and transcribed. The transcribed text was analyzed using the discourse analysis method.\n\nIn the analysis, the discourse used in the assessment emerged as the main theme, as assessing the student\u2019s competence in relation with the assessment criteria set for the qualifications is the most important part of the assessment discussion, and the entire discussion is built around this in one way or another. This discourse could be divided into critical speech by the teacher and supervisor, the teacher\u2019s speech facilitating the assessment situation, and the student\u2019s speech involving assessment and giving justifications. As a result of the analysis, it was noted that, as presumed, the teacher spoke most often in the assessment situation and guided the discussion. The small amount of supportive and motivating speech by the teacher and assessor representing the working life was surprising. By contrast, criticism was common. The student\u2019s preparation for the assessment affected the progress of the situation and the used discourse. A lot of the students\u2019 discourse involved requesting feedback, and the types of discourse apparent in the study also affected the progress of the assessment. \n\nThe discourses are significance in assessment situation. Teacher\u00b4s ability to use speech facilitating and guiding in assessment situation promotes the proceed of the assessment situation and encourages the student to bring out their own skills. Students should be guided to practice self -assessment and discourses to encourage it, for example discourse information management, in which student speaks about of development of one\u00b4s own skills in the workplace.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2020-12-02T10:10:04Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2020-12-02T10:10:04Z (GMT). No. of bitstreams: 0\n Previous issue date: 2020", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "85", "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": "L\u00e4hihoitajaopiskelijoiden ty\u00f6ss\u00e4oppimisen ammatillisen osaamisen arviointidiskurssit", "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-202012026881", "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": "Fysioterapia", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physiotherapy", "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": "50422", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "ammattitaito", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "l\u00e4hihoitajat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "ty\u00f6ss\u00e4oppiminen", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "arviointi", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "osaaminen", "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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