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Elina Kuusisto Arniika Kuusisto Arto Kallioniemi 《British Journal of Religious Education》2016,38(1):64-82
This paper examines, through a non-probability sample of 451 Finnish lower secondary-school pupils belonging to the 15- to 16-year-old age group, how interreligious sensitivity is related to religiousness profiles of Finnish youth. The data were gathered in two geographical locations: Helsinki, Finland’s capital, and a smaller municipality in the western part of Finland. The pupils’ self-reported attitudes to interreligious sensitivity were measured using the Interreligious Sensitivity Scale Questionnaire IRRSSQ. The four religiousness profiles identified were strongly religious, culturally religious, personally religious and non-religious. The profiles were related to pupils’ interreligious sensitivity. The non-religious group’s interreligious sensitivity differed from the other profiles, as these pupils were more in denial and less at the level of acceptance. The results of the study are discussed in the context of the Finnish religious landscape. 相似文献
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Arniika Kuusisto Saila Poulter Arto Kallioniemi 《Religious education (Chicago, Ill.)》2017,112(2):110-122
This mixed method study examines Finnish pupils' (N = 825; age groups 12–13, 15–16) views on the place of religion in the public school. Religious landscape in Finnish society has changed significantly in recent years, as the `new' diversity (Vertovec 2015) has supplemented the `old' one. The role of institutionalized religion has diminished, whereas globalism, secularism and an interest in new religious movements have been on the rise. The traditionally strong Evangelical Lutheranism has become a more cultural, secular feature underlying societal history and nationalism. In this changing situation, it is important to obtain knowledge about how the pupils themselves see the position of religion in the public education system. In this article, we examine pupils' views on the place of religion both as a formal part of the National Curriculum and as a part of social interaction and physical environment, and whether background factors explain variance in their conceptions. 相似文献
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Inkeri Rissanen Elina Kuusisto Eija Hanhimäki Kirsi Tirri 《Journal of moral education》2018,47(1):63-77
Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers’ practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers’ implicit beliefs are communicated to students and influence teacher’s interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested. 相似文献
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The present study investigates the nature of Iranian student teachers’ reflections and their professional development in the context of teacher education practicums. The participants were student teachers (N = 41) enrolled in teacher education colleges at Farhangian University in Tehran, Iran. A total of 620 reflective writing excerpts were coded using deductive content analysis across three cohorts in three different practicums during a two-year period. To analyse the data, this study applied a rubric for evaluating student teachers’ reflections developed by Ward and McCotter. The analysis also involved Friedman’s test and follow-up Wilcoxon tests. The results show that routine levels of reflection significantly decreased across the three practicums, while technical levels of reflection significantly increased. The higher levels of reflection, namely dialogic and transformative levels, were rarely found in student teachers’ reflective writings across the practicums. This study discusses the need both to develop appropriate methods to guide student teachers in centralized contexts such as Iran and to investigate further aspects that enhance or hinder progress in the quality of reflection in teacher education. 相似文献
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Cultural heterogenisation of classrooms and existing achievement gaps have led to an acknowledgement of the need to develop teachers' intercultural competencies. A growth mindset (a belief that intelligence, personality and other such qualities can be cultivated) predicts positive intergroup attitudes and reduces stereotyping, but has not been researched as an aspect of teachers' intercultural competence. This study analyses the role of growth mindset in shaping three aspects relevant to teachers' intercultural competencies: process versus trait orientation to students, diversity beliefs and orientation to social justice and equity. Fifteen Finnish comprehensive schoolteachers were interviewed. Significant differences were found between teachers with fixed and growth mindsets. Teachers with a growth mindset were more likely to hold polyculturalist beliefs about the interconnectedness and changeability of cultures, and to recognise and combat issues of social injustice and inequity. Teachers with a fixed mindset made trait-focused interpretations of their students and did not easily recognise problems of social justice in school or in society. These results encourage us to suggest that a growth mindset is a construct with a lot of potential to introduce novel approaches to multi/intercultural and social justice teacher education, but more research is needed. The implications of the findings for teacher education and further research are discussed. 相似文献
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In this study, we investigated the culture-invariant and culture-dependent nature of teachers’ ethical sensitivity in two countries. Our case study involves teachers from Finland (n = 864) representing Western culture, and from Iran (n = 556) representing Eastern culture. Culturally bound elements of ethical sensitivity were studied with the Ethical Sensitivity Scale Questionnaire. The analyses revealed that ‘Caring by connecting to others’ is a central, culturally invariant dimension of ethical sensitivity in both cultures. In the dimensions of ethical sensitivity, the dimension of ‘Taking the perspective of others’ is particularly dependent on culture, given the differences in the cultural dimensions of power distance and the collectivity of the countries studied. 相似文献
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Inkeri Rissanen Elina Kuusisto Eija Hanhimäki Kirsi Tirri 《Scandinavian Journal of Educational Research》2018,62(4):487-500
This qualitative case study examines teachers’ implicit meaning systems built around their core beliefs on the malleability of human qualities. Previous research has demonstrated the influence of students’ implicit theories on motivation and achievement and has presented successful interventions for students. However, research on teachers’ implicit theories and, in particular, their actualization in natural environments is lacking. The data for this study include observations and stimulated recall interviews with two Finnish teachers whose opposing implicit theories were first indicated in 2000 by Carol Dweck . The results depict how these teachers’ implicit meaning systems influence their ways of interpreting students’ behavior, learning, and achievements, which in turn guide teachers’ pedagogical thinking as well as their practices for motivating the students. However, these Finnish teachers’ implicit theories also appear to be intertwined with culture-bound assumptions, and the classroom implementation of these theories was observed to vary situationally. 相似文献
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Saila Poulter Anna-Leena Riitaoja Arniika Kuusisto 《Globalisation, Societies & Education》2016,14(1):68-86
This article examines educational, political and philosophical perspectives on the concepts of worldview and religion in the context of multicultural education. Using a postcolonial and post-structural approach combined with theories that analyse the politics of secularism, we attempt to pinpoint key perspectives in the recognition of worldviews in the current discourse on liberal multiculturalism. We suggest that the liberal-secular foundation of multicultural education is blind to practices, which, while supposedly based on political neutrality, are discriminating and ‘Othering’ towards religions and non-Western worldviews. Through theoretical and contextual analysis, we aim to deconstruct the ‘Otherness’ of religious worldviews at the epistemic level. 相似文献
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