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Hannele Turunen Kerttu Tossavainen Sirkka Jakonen Harri Vertio 《Teachers and Teaching》2013,19(6):675-692
In many countries, educational and health policies currently highlight the need to develop schools towards health promotion settings for pupils and school staff. The aim of this three‐year follow‐up study was to investigate teachers’ assessments of goal attainment and possible changes in health promotion practices in the Finnish schools that participated in the Programme of European Network of Health Promoting Schools. The data were collected by questionnaires from teachers who also worked as ENHPS coordinators at the school level. The data analysis was statistical. The results showed that, overall, the infrastructure for health promotion was good at the participating Finnish schools. Based on the results of this Finnish ENHPS study, it can be concluded that the progress towards health‐promoting schools is demanding and requires action at the administrative level, such as appropriate planning of responsibilities, resources and training. Additionally, it requires modification of everyday practices for a school to become a health‐promoting setting. 相似文献
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The past,history, and education 总被引：1，自引：1，他引：0
Sirkka Ahonen 《课程研究杂志》2013,45(6):737-751
If you mention ‘educational reform’ in a room full of educators in the US, prepare to leave the room with your ears burning. For most teachers and school administrators in the US, ‘educational reform’ currently means standards, curriculum frameworks, mandatory state tests for students, and sanctions for schools if test scores fail to rise. Although some educators see benefits in parts of this agenda, many find that their jobs have become more stressful and less rewarding, and they wonder how schools got into their current situation. Reading the two books reviewed in this essay provides some answers, including insights into what motivates educational reformers and into why reforms often play out differently from what their designers intended. 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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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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Inkeri Rissanen 《British Journal of Religious Education》2014,36(2):123-138
In the Finnish National core curricula for religions, the aims of religious socialisation have been replaced with aims of personal identity development. This shift of aims is also prevalent in many other countries, but the practical implications of it are not clear. This paper presents the results of a case study examining different ways of supporting the development of Muslim students’ religious identities in the classroom, and discusses these observations in the light of different interpretations concerning the possibilities and practices of religious identity development in liberal religious education. 相似文献
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Olli Rissanen Tuire Palonen Petteri Pitkänen Gustav Kuhn Kai Hakkarainen 《Vocations and Learning》2013,6(3):347-365
The purpose of the present study was to examine expertise in magic by interviewing 16 prominent Finnish magicians who were identified earlier through a social network analysis of 120 Finnish magicians. A semi-structured interview was administered that addressed the participants’ histories; their relationship to magic, the nature of their expertise, the networked development of expertise, their engagement with magical expertise and their motivation for cultivating such expertise. The results indicated that expertise in magic is cultivated, to a great extent, by informal networks of expertise without formal training. The participants had become excited about magic as children and started to pursue an expertise in the field from a relatively early age (4 to 14 years). In accordance with other domains of expertise, it had taken about 10 years of cultivating skills and competencies before becoming professional in the field, with a few exceptions. Ego-centric network analyses revealed that there were three or four magicians who had significantly shaped the Finnish field of magic and affected most of the participants’ development and career. Most of the participants were clustered, forming a core of Finnish magicians, and those magicians working abroad and collaborating with international magicians were located at the periphery of the Finnish network or formed an isolated network of clusters within it. 相似文献
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Sirkka Ahonen 《课程研究杂志》2013,45(2):179-194
National curricula convey narratives that are never inclusive of whole communities, and history curricula in particular need examination of their role as forms of 'identity politics'. Minorities tend to be excluded from the master historical narratives. The examples are derived from Estonia and the new German Lander, which made up the German Democratic Republic. In both cases, the grand narrative of communism was used as the backbone of history curriculum. When, abruptly-around 1990 - the narrative lost its credibility, a quest for a new narrative arose. In the case of Estonia, history was needed for nation-building and was, therefore, framed within the grand narrative of nationalism. In Germany, the educators challenged themselves by attempting to make school history into a Habermasian open space for critical communication. However, the question remains: how far can a curriculum be socially inclusive? 相似文献
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The challenges of contemporary multicultural societies have resulted in changing aims for religious education and the necessity to adjust teacher education accordingly. The processes of negotiation related to the coexistence of different religious and cultural groups are intertwined in the Finnish curriculum for religious education. This case study examines three Islamic education teachers who negotiated intra- and inter-religious tensions as well as tensions between societal and religious orientations of education. Through their ideological, pedagogical and interpersonal negotiations teachers can mediate the contested practices of Islam as well as the ideals of liberal democracies and contribute to the emergence of Finnish Islam. 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