Managerial Careers in the IT Industry: Women in China and in Finland

This research focuses on the career experiences of women managers in the IT industry in China and Finland, two countries with different cultures, policies, size of population, and social and economic structures regarding work-life support and equal opportunities. The object of this research is to present a cross-cultural comparison of women’s career experiences and how women themselves understand and account for their careers. The study explores how the macro and the micro levels of cultural and social processes become manifested in the lives of individual women. The main argument in this thesis is that culture plays a crucial role in making sense of women’s career experiences, although its role should be understood through its interrelationship with other social processes, e.g., institutional relations, social policies, industrial structures and organizations, as well as globalization. The interrelationship of a series of cultural and social processes affects individuals’ attitudes to, and arrangement and organization of, their work and family lives. This thesis consists of two parts. The first part introduces the research topic and discusses the overall results. The second part comprises five research papers. The main research question of the study is: How do cultural and social processes affect the experiences of women managers? Quantitative and qualitative research methods, which include in-depth interviews, Q-methodology, interpretive analysis, and questionnaires, are used in the study. The main theoretical background is culturally sensitive career theory and the theory of individual differences. The results of this study are viewed through a feminist lens. The research methodology applied allows new explorations on how demographic factors, work experiences, lifestyle issues, and organizational cultures can jointly affect women’s managerial careers. The sample group used in the research is 42 women managers working in IT companies in China (21) and Finland (21). The results of the study illustrate the impact of history, tradition, culture, institutional relations, social politics, industry and organizations, and globalization on the careers of women managers. It is claimed that the role of culture – cultural norms within nations and organizations – is of great importance in the relationship of gender and work. Women’s managerial careers are affected by multiple factors (personal, social and cultural) reflecting national and inter-individual differences. The results of the study contribute to research on careers, adding particularly to the literature on gender, work and culture, and offering a complex and holistic perspective for a richer understanding of pluralism and global diversity. The results of the study indicate how old and new career perspectives are evidenced in women managers in the IT industry. The research further contributes to an understanding of women’s managerial careers from a cross-culture perspective. In addition, the study contributes to the literature on culture and extends understanding of Hofstede’s work. Further, most traditional career theories do not perceive the importance of culture in determining an individual’s career experience and this study richens understanding of women managers’ careers and has considerable implications for international human resource management. The results of this study emphasize the need, when discussing women managers’ careers, to understand the ways by which gendering is produced rather than merely examining gender differences. It is argued that the meaning of self-knowledge is critical. Further, the environment where the careers under study develop differs greatly; China and Finland are very different – culturally, historically and socially. The findings of this study should, therefore, be understood as a holistic, specific, and contextually-bound.

Experiences among primary school teachers in Tanzania

The overall aim of the study was to explore primary school teachers’ experiences of constraints to their work, and actions taken for improvement after undergoing in-service courses in the Education Quality Improvement through Pedagogy program. The research interest was thus to deepen the understanding of teachers’ experiences of constraints to their work and experiences of actions taken to improve classroom actions. In order to achieve this ambition, the study was conducted with primary school teachers in Shinyanga district-Tanzania. Two research questions guided the study: What do teachers experience as constraints to their work? The second: How have teachers improved their classroom actions after undergoing professional development courses? The theoretical framework of the study is centred on limiting and enabling frames on teachers’ work and professional development. In order to understand the classroom situations, qualitative research was designed applying a phenomenological approach with semi-structured interview, observation and videotaping to collect data. Forty experienced primary school teachers from ten primary schools participated in the study. The results of the first research question indicate that teachers face many constraints in their work. Three categories identified as interactional, environmental and professional role constraints. The most critical experienced by all teachers is teaching in large classes and inadequate teaching and learning materials. The results of the second research question show that teachers’ actions taken for improving their work were influenced by professional development activities. Three main categories including expanded interaction, expanded use of environment and expanded professional roles were identified. Generally, the knowledge generated is relevant for viewing teachers’ experiences of the challenges they encounter in teaching and the importance of professional development beyond the sampled respondents. The results suggest that constant provision of teachers’ professional development could improve teaching performance.

A case study of the English language teachers’ attitudes toward use of information and communication technology (ICT) in Finland

This qualitative study was aimed at investigating foreign language teachers’ attitudes toward use of information and communication technology (ICT) in their instruction. The insight was gained through the reported experience of ICT implementation by teachers, in what way and for which purpose they refer to use of technology, what kind of support and training they are provided with, and what beliefs they express about the influence of ICT implementation. This case study took place in one of the training schools in Finland. Five teachers participated in semi-structured interviews through a face-to-face approach. The findings demonstrated positive attitudes of teachers toward integration of ICT. The teachers shared their opinions about positive influence that ICT implementation has on both teaching and learning processes. However, they also pointed out the negative sides of ICT use: distraction of the students from usage of technology and technical problems causing frustration to the teachers. In addition, the responses revealed that the teachers are provided with adequate training aimed at enhancing their qualification which is provided with well-timed technology support and colleagues’ collaboration facilitating an efficient and smooth pace of the teaching process. According to the teachers’ opinions ICT integration in education appeared to have changed the role of the teacher. Due to different alterations in the field of ICT development teachers are required to upgrade their skills. The paper concludes with the limitations of the study and the recommendations for conducting further research.

A case study of the English language teachers’ attitudes toward use of information and communication technology (ICT) in Finland

This qualitative study was aimed at investigating foreign language teachers’ attitudes toward use of information and communication technology (ICT) in their instruction. The insight was gained through the reported experience of ICT implementation by teachers, in what way and for which purpose they refer to use of technology, what kind of support and training they are provided with, and what beliefs they express about the influence of ICT implementation. This case study took place in one of the training schools in Finland. Five teachers participated in semi-structured interviews through a face-to-face approach. The findings demonstrated positive attitudes of teachers toward integration of ICT. The teachers shared their opinions about positive influence that ICT implementation has on both teaching and learning processes. However, they also pointed out the negative sides of ICT use: distraction of the students from usage of technology and technical problems causing frustration to the teachers. In addition, the responses revealed that the teachers are provided with adequate training aimed at enhancing their qualification which is provided with well-timed technology support and colleagues’ collaboration facilitating an efficient and smooth pace of the teaching process. According to the teachers’ opinions ICT integration in education appeared to have changed the role of the teacher. Due to different alterations in the field of ICT development teachers are required to upgrade their skills. The paper concludes with the limitations of the study and the recommendations for conducting further research.

Perusasteen ja lukion opettajien yrittäjyysasenteita yrittäjyyskasvattajina Etelä-Karjalassa

Tämän työn tarkoituksena on kuvata perusasteen ja lukion opettajien yrittäjyysasenteita. Tämä on kvalitatiivinen tutkimus, johon haastateltiin 14 eteläkarjalaista opettajaa. Tutkimuksessa opettajat kertovat asenteistaan yrittäjyyttä ja yrittäjyyskasvatusta kohtaan. Tutkimustulokset osoittavat, että opettajilla on positiivinen asenne yrittäjyyttä kohtaan, mutta asenne yrittäjyyskasvatusta kohtaan vaihtelee positiivisesta neutraaliin ja jopa negatiiviseen, riippuen siitä, onko opettaja osallistunut yrittäjyyskasvatus-aiheisiinkoulutuksiin vai ei.

Opettajan monikulttuurinen työ

Teacher's multicultural work The purpose of the present study is to explore teachers’ conceptions of their work as teachers of multicultural students. Teachers’ experiences of multicultural work and conceptions derived from them are part of the teacher’s multicultural competence which is seen as a key component of the teacher’s multicultural teachership. The teacher’s multicultural competence consists of the teacher’s cultural knowledge, pedagogical skills and experiences and attitudes related to multiculturalism. The teacher’s multicultural competence constitutes the basis on which the teacher implements multicultural education. The foundation for the teacher’s work is laid by laws and decrees, curricula, regulations issued by authorities in charge of the education of immigrant students, resources available and other demands and expectations set by the ambient society. The study was conducted in the city of Turku, Finland. The sample consisted of class teachers who taught both immigrant and majority students. Main objects of study in the theoretical part are the multicultural and pluralistic school and the multicultural teachership. The basic assumption is that the multicultural and pluralistic school forms the frame of activity in which the teacher implements multicultural teaching. The research strategy is based on methodological triangulation. The quantitative part of the study was carried out using a questionnaire typical of survey methods. The questionnaire was returned by 71 teachers. The qualitative part was conducted using theme-based interviews typical of phenomenological philosophical research. Of the total of teachers who returned the questionnaire, twelve (12) teachers were selected for interviews. According to the results, the participating teachers enjoyed their work regardless of the ample extra work caused by the students with immigrant backgrounds. The teachers experienced their work as teachers of multicultural student groups as strenuous, yet challenging. Students with immigrant backgrounds had caused many changes in the teacher’s work. The teachers regarded their multicultural skills as inadequate in relation to the demands of the work. They had not received education related to teaching students with immigrant backgrounds, but they were ready for in-service education. The teachers’ previous attitudes concerning immigrant students had been enforced. Teaching experiences strengthened the earlier, both positive and negative, attitudes. The central problems related to multiculturalism in the teacher’s work were caused by the deficient Finnish skills of the students with immigrant background. This was apparent in both teaching and learning as well as in contacts with parents. The teachers reported on relatively few inclusions of multicultural angles in their teaching. However, they believed that they could aid students with different cultural backgrounds in their integration process. At the same time they felt that their own chances to enhance the students’ cultural identities were slim. On the basis of the interviews conducted in connection with the teacher’s multicultural competence, the teachers were divided into three groups: assimilative, indeterminate and integrating multicultural teachers. The present study provides a strong indication that teachers tend to interpret multiculturalism in narrow terms. School activities, such as Finnish as a second language, first language and religious instruction, which were targeted exclusively at immigrant students were in most cases considered adequate. A holistic, cross-disciplinary, all-inclusive multicultural education that would permeate all school activities remains largely unimplemented.

Hoitotyön opettajan osaaminen

The purpose of this study was to evaluate the competence of nurse teachers, who are teaching nursing at polytechnic level in Finland. The following research questions were framed for the study: What kind of evaluation nurse teachers of their nursing competence, teaching skills, evaluation skills, personality factors and relationships with students. The data were collected by a questionnaire (A Tool for Evaluation of Requirements of Nurse Teacher, ERNT). The questionnaire regarded background factors and 20 statements divided in five categories. The five competence categories were: Nursing competence, Teaching skills, Evaluation skills, Personality factors and Relationships with students. The evaluation scale was a 5-point Likert-scale. The respondents were nurse teachers, teacher for emergency nursing, public health nurse and midwifery teachers from all polytechnics in Finland. Response rate to the questionnaire was 46 % (n=342). The data were analysed by using descriptive statistics. Mean scores and standard deviations for each item were calculated. Category scores were obtained by summing scores of all items within a category. The results of this study showed that nurse teacher evaluated their competence on a high level. Concerning the category Relationships with students (mean 4.61, standard deviation 0.71) they got the highest averages. The lowest scores were gained regarding the requirements associated with teaching skills (mean 4.30, standard deviation 0.82). Concerning a single question, the best score was achieved in ability to take students seriously (mean 4.66, standard deviation 0.71) and the lowest score was achieved for their guidance of students to advance in decision making (mean 4.15, Std 0.69). The nurse teachers evaluated themselves with relatively high scores concerning competence categories as a hole. In future it is important to study nurse teacher competence with students or authorities of health service.

Hoitotyön opettajan yhteiskunnallinen toiminta – osa opettajuutta

The social activity of nurse teacher – a part of teacherhood Every nurse teacher must know the current health policy in order to use it in teaching. The conception of the role of health policy in curriculum and the concrete teaching of social activity are quite unclear. The purpose of this study was to describe the social activity of nurse teachers. The data were collected by a structured questionnaire (Paltta 1998) via E-mail. The questionnaire included background factors and nine items for society activities. The respondents were nurse teachers, teachers for emergency nursing, public health nurse and midwifery teachers from all polytechnics in Finland. Response rate was 46 % (n = 342). The data were analysed by using descriptive statistics. The results of this study showed that 36 % of nurse teachers evaluated themselves quite active in society activities and 43 % of them evaluated themselves inactive. 32 % of nurse teachers was member and involved to working in general organisations. 28 % of nurse teachers worked or have been worked in local commission or trustees. Nurse teachers evaluated their knowledge about health policy quite good (mean 3.75, Std 0.99). Their knowledge about education policy was also quite good (mean 3.57, Std 1.04). Nurse teachers updated their knowledge about health policy and education policy by reading professional journals, newspapers, internet and following television and radio. According to results nurse teachers are quite active in society activities even tough almost half of them evaluated themselves quite inactive. Although nurse teachers’ knowledge about health policy was quite good by their opinion, they must update and improve the knowledge. In the future it is important to study how nurse teachers use health policy in their teaching and how nurse students’ participation in society activities can be improved.

Conditions for EFL learning and professional development : Finland-Swedish learner and teacher perspectives

Engelskans dominerande roll som internationellt språk och andra globaliseringstrender påverkar också Svenskfinland. Dessa trender påverkar i sin tur förutsättningarna för lärande och undervisning i engelska som främmande språk, det vill säga undervisningsmålen, de förväntade elev- och lärarroller, materialens ändamålsenlighet, lärares och elevers initiala erfarenheter av engelska och engelskspråkiga länder. Denna studie undersöker förutsättningarna för lärande och professionell utveckling i det svenskspråkiga nybörjarklassrummet i engelska som främmande språk. Utgångsläget för 351 nybörjare i engelska som främmande språk och 19 av deras lärare beskrivs och analyseras. Resultaten tyder på att engelska håller på att bli ett andraspråk snarare än ett traditionellt främmande språk för många unga elever. Dessa elever har också goda förutsättningar att lära sig engelska utanför skolan. Sådan var dock inte situationen för alla elever, vilket tyder på att det finns en anmärkningsvärd heterogenitet och även regional variation i det finlandssvenska klassrummet i engelska som främmande språk. Lärarresultaten tyder på att vissa lärare har klarat av att på ett konstruktivt sätt att tackla de förutsättningar de möter. Andra lärare uttrycker frustration över sin arbetssituation, läroplanen, undervisningsmaterialen och andra aktörer som kommer är av betydelse för skolmiljön. Studien påvisar att förutsättningarna för lärande och undervisning i engelska som främmande språk varierar i Svenskfinland. För att stöda elevers och lärares utveckling föreslås att dialogen mellan aktörer på olika nivå i samhället bör förbättras och systematiseras.

Koulutetut maahanmuuttajat työmarkkinoilla. Tutkimus korkeakoulututkinnon suorittaneiden maahanmuuttajien työllistymisestä ja työurien alusta Suomessa

Maahanmuuttajien määrä on Suomessa merkittävämmin lisääntynyt vasta 1990- ja 2000-luvuilla. Vuonna 2010 Suomessa asui lähes 170 000 ulkomaan kansalaista. Tavallisimmin Suomeen muutetaan avioliiton, paluumuuton tai pakolaisuuden vuoksi. Pieni, joskin kasvava joukko muuttaa työn tai opiskelun vuoksi. Myös kansalaisuuksien, koulutustaustojen, ammattien jne. kirjo muuttajien joukossa on suuri. Ulkomaan kansalaisten lisääntyessä Suomessa on jouduttu kohtaamaan monenlaisia maahanmuuttoon liittyviä haasteita, joista työllistymiseen liittyvät kysymykset eivät ole vähäisimpiä. Tutkimuksessa tarkastellaan lähtömaassaan korkeakoulututkinnon suorittaneiden maahanmuuttajien työllistymistä ja työuran alkua Suomessa. Tutkimuksen tarkoituksena on selvittää, miten korkeakoulutetut maahanmuuttajat ovat Suomessa työllistyneet, minkälaisia heidän työuriensa alut ovat Suomessa olleet ja miten he ovat onnistuneet uudessa maassa hyödyntämään lähtömaassa hankkimaansa koulutusta. Lisäksi tutkimuksessa tarkastellaan, miten maahanmuuttajien lähtömaan erilaiset elämäntilanteet, olosuhteet ja valinnat ovat vaikuttaneet työuran muotoutumiseen Suomessa. Tutkimuksen aineisto muodostuu kysely- sekä haastatteluaineistosta. Kyselyaineiston (n=99) tarkoituksena on luoda määrällistä kuvaa korkeakoulutettujen maahanmuuttajien työllistymisestä Suomessa. Numerotietojen taakse jää kuitenkin näkymättömiin tieto maahanmuuttajien yksilöllisistä kokemuksista liittyen työllistymiseen ja työuran muotoutumiseen uudessa maassa. Toisena aineistona hyödynnettävän elämäkerrallisen haastatteluaineiston (n=20) kautta on mahdollista tehdä näkyväksi ne tutkittavien yksilölliset työ- ja koulutusuraan liittyvät valinnat, joita maahanmuuttajat ovat tehneet niin lähtömaassa kuin Suomessa sekä ne tilanteet ja olosuhteet, joissa tutkittavat ovat lähtömaassa eläneet ja joiden pohjalta he ovat tulleet Suomeen ja Suomen työmarkkinoille. Aineistoissa mukana olevat maahanmuuttajat olivat pääosin avioliiton, paluumuuton sekä pakolaisuuden vuoksi Suomeen tulleita. Vain muutama oli tullut työn vuoksi. Maahanmuuttajien työmarkkina-asemaa selitetään usein maahanmuuttajien resursseilla, kuten kielitaidolla, koulutuksella, työkokemuksella, sosiaalisten suhteiden ja verkostojen laadulla ja määrällä jne. Myös maahanmuuttajiin kohdistuvilla syrjivillä ja ennakkoluuloisilla asenteilla on keskeinen merkitys työllistymisessä. Koulutuksen ollessa yksi keskeisimmistä työmarkkina-asemaa määräävistä tekijöistä, tulisi koulutettujen maahanmuuttajien sijoittua hankitun tutkinnon oikeuttamiin tehtäviin. Tutkimuksessa kuitenkin havaittiin, että työllistyminen oli maahanmuuttajilla vaikeaa hyvästä koulutuksesta huolimatta. Kyselyaineistoon vastanneista vain muutama (6 %) oli työssä heti Suomeen muuttovuoden lopussa, kolme vuotta Suomessa asuttuaan työssä oli runsas kolmannes (35 %) ja aineistonkeruuhetkellä eli vuonna 2004 työssä oli 38 % vastaajista. Työsuhteet olivat tutkittavilla useimmiten määräaikaisia ja kestoltaan lyhyitä. Lisäksi työurat koostuivat runsaasta työttömyydestä sekä koulutukseen osallistumisesta. Myönteistä kuitenkin oli, että mikäli korkeakoulutetut maahanmuuttajat onnistuivat Suomessa työllistymään, vastasi työ usein joko kokonaan tai ainakin osittain hankittua korkeakoulututkintoa. Korkeakoulutettujen maahanmuuttajien työuran alut Suomessa voidaan tyypitellä kolmeen ryhmään, joista kukin jakaantui vielä kahteen alaryhmään siten, että kaiken kaikkiaan saatiin kuusi erilaista työuran alun tyyppiä: koulutusta vastaava vakaa ja vakiintuva ura, koulutusta osittain vastaava sekaura ja laskeva ura sekä koulutusta vastaamaton sisääntuloura ja työttömän ura . Haastatteluaineiston kautta tarkastellaan korkeakoulutettujen maahanmuuttajien yksilöllisiä elämänuria lähtien liikkeelle korkeakoulutettujen maahanmuuttajien lähtömaassa tekemistä ura- ja ammatinvalinnoista jatkuen Suomeen muuton kautta aina työuran muotoutumiseen Suomessa. Haastatteluja toisistaan erottelevina keskeisinä teemoina olivat toisaalta pärjääminen Suomessa ja suomalaisilla työmarkkinoilla toisaalta elämän muotoutuminen lähtömaassa ja nimenomaan siellä tehdyt ura- ja ammatinvalinnat ja niihin liittyvät kokemukset ja elämäntilanteet. Näiden kriteerien pohjalta aineisto jakaantui kolmeen ryhmään, jotka nimettiin pärjääjiksi, harhailijoiksi ja sinnittelijöiksi. Pärjääjien kertomukset muotoutuivat tietyllä tavalla myönteisen kehän kautta: niin lähtömaassa tehdyt ammatinvalinnat kuin työuran muotoutuminen Suomessa tapahtuivat suhteellisen vaivattomasti. Useimmiten työt Suomessa vastasivat lähtömaassa hankittua koulutusta. Omiin uravalintoihin oltiin myöhemmin myös tyytyväisiä. Harhailijoille oman paikan löytyminen oli puolestaan hankalampaa. Leimallista tälle ryhmälle oli tietynlainen valintojen vaikeus sekä tyytymättömyys omiin aikaisemmin tehtyihin ratkaisuihin. Jotkut harmittelivat nuorena tekemiään uravalintoja niin, että päättivät Suomessa hankkia kokonaan uuden ammatin. Muutto Suomeen merkitsi useimmille ammatillisen aseman laskua. Sinnittelijät kertoivat jo lähtökohdiltaan kahteen muuhun ryhmään nähden hyvin erilaista tarinaa. Tämän ryhmän lähes koko elämä lähtömaassa oli sodan ja levottomuuksien sävyttämää. Tämä näkyi myös ammatinvalinnassa: opiskelupaikka oli saatettu valita esimerkiksi sen perusteella, missä oli milloinkin turvallista opiskella. Myös Suomeen muutto erosi kahdesta aikaisemmasta ryhmästä, sillä lähtö entisestä kotimaasta oli tapahtunut usein hyvinkin yllättäen vailla etukäteissuunnittelua tilanteiden kärjistyttyä nopeasti. Suomessa työelämään pääseminen oli kaikille sinnittelijöille vaikeaa ja haastatteluhetkellä useilla vielä hyvin alkutekijöissä. Hyväkään koulutus ei aina takaa maahanmuuttajille työtä uudessa maassa, sillä hankittua tutkintoa ja osaamista ei ole helppo siirtää maasta toiseen. Pahimmassa tapauksessa vieraassa maassa suoritettu korkeakoulututkinto voi kokonaan mitätöityä uudessa maassa ja korkeakoulututkinnon myötä hankittu osaaminen menettää täysin arvonsa. Kyse on niin yksilön kuin yhteiskunnankin resurssien tuhlaamisesta tilanteessa, jossa maassa pysyvästi asuvat koulutetut maahanmuuttajat työskentelevät tavalla tai toisella koulutustaan vastaamattomissa epävakaissa töissä, työmarkkinoiden laitamilla tai ovat kokonaan työmarkkinoiden ulkopuolella.

”Kielestä kiinni”. Kuudesluokkalaisten maahanmuuttajaoppilaiden suomen kielen tason vaihtelut

Tämän tutkimuksen tarkoituksena on selvittää, minkälaista vaihtelua esiintyy maahanmuuttajaoppilaiden suomen kielen taidoissa peruskoulun kuudennella luokalla. Tutkimuksen tavoitteena on myös selvittää, minkälainen yhteys taustamuuttujilla (sukupuoli, äidinkieli, maahantuloikä, maahantulon syy, maassaoloaika ja vanhempien koulutausta) ja opetusjärjestelyillä, kuten perusopetukseen valmistavalla opetuksella, suomi toisena kielenä -opetuksella ja oman äidinkielen opetuksella, on suomen kielen taidon tasoon. Lisäksi tutkimuksen tavoitteena on selvittää oppilaan käyttämän kielen (suomen kieli ja äidinkieli) yhteyttä suomen kielen taidon tasoon. Tutkimusmetodina toimi mixed methods -tutkimus, ja tutkimuksen lähestymistapoja olivat kvantitatiivinen survey-tutkimus ja kvalitatiivinen sisällön analyysi. Tutkimukseen osallistui 219 maahanmuuttajaoppilasta 20:stä Turun koulusta. Tutkimusaineisto kerättiin Turun erityisopettajien ja suomi toisena kielenä -opettajien laatiman kielitestipaketin avulla. Oppilaan suullista ja kirjallista tuottamista arvioivat lasta opettavat opettajat eurooppalaisen viitekehyksen kielitaitotasojen kriteereitä käyttäen. Oppilaat arvioivat omaa äidinkielen ja suomen kielen taitoaan. Lisäksi oppilaat ja vanhemmat täyttivät tutkijan laatimat taustatietolomakkeet. Kielitestien tulosten mukaan oppilaista yli puolella oli tyydyttävä suomen kielen taito. Kaikista neljästä kielellisestä osiosta maahanmuuttajataustaiset oppilaat menestyivät parhaiten rakennekokeessa ja sanelussa, kun taas kuullun ja luetun ymmärtämisen tulokset olivat heikompia. Opettajien arviointien perusteella oppilaiden suulliset taidot vastasivat keskimäärin itsenäisen kielenkäyttäjän osaajan tasoa (B2) ja kirjoittamistaidot kynnystasoa (B1). Oppilaiden suomi toisena kielenä -arvosanan keskiarvo oli 7,26. Suomessa asumisen kestolla, maahantulon syyllä, äidinkielellä, maahantuloiällä, ja vanhempien koulutaustaustalla oli tilastollisesti merkitsevä yhteys suomen kielen taidon tasoon. Mitä kauemmin oppilaat olivat asuneet Suomessa ja mitä nuorempina he olivat tulleet Suomeen, sitä paremmin he menestyivät kielitesteissä. Paluumuuttajat menestyivät kielitaitotehtävissä kaikkein parhaiten ja pakolaiset heikoiten. Somalinkieliset erottuivat muista kieliryhmän edustajista heikoimpina suomen kielen taidon tasoltaan. Venäjänkieliset ja vietnaminkieliset saavuttivat parhaat tulokset kaikissa mittareissa. Erityisesti äidin korkeampi koulutustaso oli yhteydessä oppilaiden korkeampaan suomen kielen taidon tasoon. Oppilaat arvioivat suomen kielen taitonsa omaa äidinkieltään paremmaksi puhumisessa, lukemisessa ja kirjoittamisessa. Parhaiten eri mittareissa menestyivät oppilaat, jotka eivät olleet osallistuneet perusopetukseen valmistavaan opetukseen eivätkä erilliseen suomi toisena kielenä -opetukseen. Omaa äidinkieltään enemmän opiskelleet menestyivät kielitaitotehtävissä paremmin kuin vähän aikaa omaa äidinkieltään opiskelleet, mutta yhtä hyvin kuin ne, jotka eivät olleet opiskelleet omaa äidinkieltään lainkaan. Oppilaat, jotka puhuivat kaveriensa kanssa sekä omaa äidinkieltään että suomen kieltä, osoittautuivat kielitaidon tasoltaan paremmiksi kielitesteissä ja opettajien arvioinneissa.

Matematiskt gestaltande i förskolan

The purpose of the thesis is to study how mathematics is experienced and used in preschool children’s activities and how preschool teachers frame their teaching of mathematical content. The studies include analyses of children’s actions in different activities from a mathematical perspective and preschool teachers’ intentions with and their teaching of mathematics. Preschool teachers’ understanding of the knowledge required in this area is also scrutinised. The theoretical points of departure are variation theory and sociocultural theory. With variation theory the focus is directed towards how mathematical content is dealt with in teaching situations where preschool teachers have chosen the learning objects. The sociocultural perspective has been chosen because children’s mathematical learning in play often takes place in interactions with others and in the encounter with culturally mediated concepts. The theoretical framework also includes didactical points of departure. The study is qualitative, with videography and phenomenography as metholological research approaches. In the study, video observations and interviews with preschool teachers have been used as data collection methods. The results show that in children’s play mathematics consists of volume, geometrical shapes, gravity, quantity and positioning. The situations also include size, patterns, proportions, counting and the creation of pairs. The preschool teachers’ intentions, planning and staging of their goal-oriented work are that all children should be given the opportunity to discern a mathematical content. This also includes making learning objects visible in here-and-now-situations. Variation and a clear focus on the mathematical content are important in this context. One of the study’s knowledge contributions concerns the didactics of mathematics in the preschool. This relates to the teaching of mathematics and includes the knowledge that preschool teachers regard as essential for their teaching. This includes theoretical and practical knowledge about children and children’s learning and didactical issues and strategies. The conclusion is that preschool teachers need to have a basic knowledge of mathematics and the didactics of mathematics.

Man måste tänka själv : klasslärares uppfattningar av undervisning i de naturvetenskapliga läroämnena

A teacher´s perception of a school subject affects a teacher´s teaching and by extension pupils´ learning. The main purpose of this thesis is to describe the variation in the ways class-teachers perceive teaching within science subjects and to illustrate how these teachers choose to work and why they choose as they do. This purpose is operationalized into three central research questions concerning a teacher´s perception of teaching, teachers´ experiences of working methods in the subject and different aspects that are consciously present when the teacher makes his or her choice of working methods. These aspects are viewed from two different perspectives: a subject educational perspective and a teacher perspective. The theoretical background of the study is interdisciplinary. The thesis is a qualitative study where the research approach is phenomenographic. The empirical investigation was made as two separate studies: a semistructured interview study (N = 15) followed by a stimulated recall study (N = 3), a combined interview and video-observation. Results from the empirical investigation indicate that regarding aims for science education teachers wish to awaken or maintain the pupils´ interest in nature and science and that the pupils within the science subjects shall build a base for fundamental general knowledge. As motives for teaching the science subjects teachers view the subjects as a foundation for everyday life, planning and democracy but also for pupils´ further studies and a possible career in the field. The interdisciplinary key competences and the care for the pupils´ well being are aspects that are consciously present when teachers make their choice of working methods. A great variation can be found in the teachers´ perceptions of the science subjects as subjects and of the working methods within these subjects. Teachers describe lack of time on their own part as well as for the pupil´s learning. Results from the empirical investigation also indicate that teachers modestly focus on aims for the teaching and communication regarding these aims. There seems to be an existing need for increased and qualitatively improved inservice education within these subjects.

Exploring two cases of Piano Teacher Education in Finland and Germany

Research about music instrument teacher education is scattered and fairly recent, especially in the European context. The purpose of this study was to explore two cases of piano teacher education programs at higher music education institutions, one in Finland, and one in Germany, to gain insights into the preparation of piano teachers for their professional working life. The aim was to identify issues for consideration in curriculum development of piano teacher education to enhance the teaching and learning of piano playing, and to ultimately increase musical practice and engagement among young learners. Nine semi-structured interviews with piano teacher educators, heads of program, other lecturers within the program, and student piano teachers in both cases were analyzed using applied thematic analysis. Three main themes with subcategories emerged: (1) the organization of the piano teacher education program, such as the structure, the content, the learning environments provided, and the development mechanisms of the program; (2) the views on the piano teacher profession, the working environment and resulting requirements, including further education during professional life; and (3) the professional skills and teacher identity development of student teachers. While the supposed working environments and requirements of future piano teachers, the student teachers' development characteristics, and the content were found reasonably concurrent in both cases, the structure of the teacher education program, and the organization of learning environments presented notable differences. While the complete teacher qualification in the Finnish case was offered as option in the Bachelor and Master of Music program within the piano department, the German case offered a separate program for music instrument educators. Other main differences concerned the organizations of practical teaching experiences, and the linking of practical with theoretical pedagogy. Conviction and enthusiasm for improving piano and other music instrument teacher education seemed remarkable. These improvements could include the development of a comprehensive teacher education pedagogy for music instrument teacher educators, intensified cross-linking within and of higher music education institutions in local contexts, and the expansion of professional development opportunities.

Careers of Managers, Comparison between ICT and Paper Business Sectors

The purpose of this study is to increase understanding of how the managers build their early career in information and communication technology industry (ICT business sector) and pulp- and paper industry (paper business sector). The focus of the study is to explore the importance differing a business sectors have in influencing managerial careers. Business sectors can affect careers in several ways.Sectors have different history and traditions. Also the age structure of ICT personnel differs from the age structure of personnel in the paper industry. Managers in the ICT and paper sector are technically educated but in different disciplines. Differences exist also in ways of recruiting and developing commitment inpersonnel. The target group of this research, middle management engineering personnel, work in Finnish ICT and paper companies. Research data were gathered in April-December 2002 in South-Karelia by interviewing 30 managers and six directors working in three Finnish ICT companies and in three paper companies. The research issue is approached on two levels: the individual level and the organizational level. The managers related their career stories in focused interviews. Directors, representing the organizations, described the generalities of the business sector and gave background information on company policies, human relationshippractices, as well as career and human resource development. Results of the study contribute to research discussions of career, life-span reasoning, socialization and commitment. Career is conceived as a series of positions including everykind of hierarchical mobility and all kinds of positions in work. A manager's career develops in interaction with the organization and it can be seen as involving a socializing process in an organization as a consequence of experiences andchanges in positions. This research contributes to the understanding of the nature of career in the context of two business sectors. Universal career theories,for the most part, do not perceive the importance of business sector in determining career experience. This study concentrates on describing and understanding early careers in two different business areas, elements committing managers to particular business sectors and the actions of companies in that particular sector. While career research began in the middle of 1950s, the theoretical basis of career research seems to be quite fragmented still. However, a dichotomy is consistently presented between traditional, hierarchical career research and boundaryless career thinking. In this research we examine how these old and new career concepts are evidence in the ICT and paper sectors. Careers are changing from formal, hierarchy-based structures to more fluid arrangements. The new boundaryless career concept captures territory from old career thinking. Mobility between employers, networks, and changing hierarchical structures in organizations, as well as personal and family reasons are theorized to bring changes to careers patterns in the future. However, the pace of this change in careers will vary between the ICT and paper business sectors. Findings of this research indicate that business sector has an effect on how managerial careers develop. The environment where career is developed differs between ICT and paper sectors. Careers begin differently in the two environments and the speed of career progression is distinct. ICT careers are built within the business sector whereas paper careers are made inside one company. Also recruiting and socialization practices differ from one sector to the other.