Työ ja työttömyys uskontotieteellisessä aikalaistulkinnassa : lectio praecursoria Turun yliopistossa 30.9.2006

Ajankohtaista

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.

Tunnetyössä oppiminen : tarkastelussa saattohoitajan työ

Artikkeli perustuu kirjoittajan väitöskirjaan Työn ja organisaation muutoksissa oppiminen : etnografinen löytöretki työssä oppimiseen (Tampereen yliopisto 2006)

Sopimusvalmistajan tarjouslaskentamallin kehittäminen monituoteympäristöön

Työn tavoitteena oli luoda yhtenäinen, tehokas ja helppokäyttöinen tarjouslaskentamalli sopimusvalmistajan käyttöön. Konsernin käytössä oli aiemmin neljä erilaista tarjouslaskentamallia ja niitä oli erittäin vaikea vertailla keskenään, eikä niillä voitu laskea tarjouksia kaikille tehtaille. Työ jakautuu kirjallisuuskatsaukseen ja empiiriseen osaan. Kirjallisuuskatsauksessa käsitellään erilaisia hinnoitteluvaihtoehtoja, kustannuslaskennan roolia ja kustannuslaskentamenetelmiä. Empiirinen osa koostuu tarjouslaskennan nykytilan analysoinnista, uuden tarjouslaskentamallin rakentamisesta sekä kehitetyn tarjouslaskentamallin toimintakuvauksesta. Tarjouslaskentamallin pohjaksi valittiin kustannusperusteinen hinnoittelu, koska sitä oli käytetty aikaisemminkin ja se oli koettu hyväksi. Kustannusperusteisen tarjouslaskentamallin pohjaksi luotiin yhtenäiset työ – ja konetuntihinnat koko konserniin. Konetuntihinnat laskettiin 28 koneelle. Konetuntihintoja analysoitiin ja ryhmiteltiin siten, että päädyttiin 16 konelisän käyttöön. Tarjouslaskentamalli käsittelee vain valmistuksen kustannuksia eikä ota kantaa hallintokustannusten syntyyn. Yhtenäinen tarjouslaskentamalli helpottaa eri myyntimiesten tekemien tarjousten vertailua ja mahdollistaa tuotteiden myynnin useille tehtaille. Tarjouslaskentamalli toteutettiin taulukkolaskentaohjelmalla.