Opettajan uskomukset opetustyön lähtökohtana : näkökulmia pedagogiseen ajatteluun

The purpose of this research was to examine teacher’s pedagogical thinking based on beliefs. It aimed to investigate and identify beliefs from teachers’ speech when they were reflecting their own teaching. Placement of beliefs in levels of pedagogical thinking was also examined. The second starting point for a study was the Instrumental Enrichment -intervention, which aims to enhance learning potential and cognitive functioning of students. The goal of this research was to investigate how five main principles of the intervention come forward in teachers’ thinking. Specifying research question was: how similar teachers’ beliefs are to the main principles of intervention. The teacher-thinking paradigm provided the framework for this study. The essential concepts of this study are determined exactly in the theoretical framework. Model of pedagogical thinking was important in the examination of teachers’ thinking. Beliefs were approached through the referencing of varied different theories. Feuerstein theory of Structural cognitive modifiability and Mediated learning experience completed the theory of teacher thinking. The research material was gathered in two parts. In the first part two mathematics lessons of three class teachers were videotaped. In second part the teachers were interviewed by using a stimulated recall method. Interviews were recorded and analysed by qualitative content analysis. Teachers’ beliefs were divided in themes and contents of these themes were described. This part of analysis was inductive. Second part was deductive and it was based on theories of pedagogical thinking levels and Instrumental Enrichment -intervention. According to the research results, three subcategories of teachers’ beliefs were found: beliefs about learning, beliefs about teaching and beliefs about students. When the teachers discussed learning, they emphasized the importance of understanding. In teaching related beliefs student-centrality was highlighted. The teachers also brought out some demands for good education. They were: clarity, diversity and planning. Beliefs about students were divided into two groups. The teachers believed that there are learning differences between students and that students have improved over the years. Because most of the beliefs were close to practice and related to concrete classroom situation, they were situated in Action level of pedagogical thinking. Some teaching and learning related beliefs of individual teachers were situated in Object theory level. Metatheory level beliefs were not found. Occurrence of main principles of intervention differed between teachers. They were much more consistent and transparent in the beliefs of one teacher than of the other two teachers. Differences also occurred between principles. For example reciprocity came up in every teacher’s beliefs, but modifiability was only found in the beliefs of one teacher. Results of this research were consistent with other research made in the field. Teachers’ beliefs about teaching were individual. Even though shared themes were found, the teachers emphasized different aspects of their work. Occurrence of beliefs that were in accordance with the intervention were teacher-specific. Inconsistencies were also found within teachers and their individual beliefs.

Portrait of Molling and Sanger (Loewy) families on vacation; Marienbad Portraits Family

Therese Molling (1890-1981) is in back row in white dress, to her left is her mother Henny Molling nee Meyerhof (1864-1934), her husband (and Therese's father) Adolf Molling (1865-1921) is posing on the grass in front.

Kurt and Edith Godshaw (Gottschalk) nee Osterer during a visit with Maren Matthiesen; Switzerland.

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Studio portrait of Richard Molling, Margot Molling, Adolf Molling, Ilse Molling, Lena Molling nee Marx; Schoenau am Koenigssee, Germany.

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Uskonnonopetuksen tunnustuksellisuus koulun kiistakysymyksenä : Evankelinen herätysliike oppivelvollisuuskoulun kristillisyyden asialla 1912-1926

In the early years of independence the Finnish school system went through a major change. Both the Compulsory school attendance act (1921) and the Religious freedom act (1923) were legislated almost simultaneously. Although the legislators were deciding on the whole content of the citizenship education given in the compulsory school, their attention was mainly concentrated on the issue of the religious education. The former study concerning the subject shows that this issue was strongly influenced by the political power struggle between the conservative and the socialist parties. One of the underlying factors was also the Church s decreased authority concerning the elementary school. The aim of this research was to study the Finnish evangelical movement s attitude and opinions on the issue of religious education and on its status and nature. Their opinions on the issue were especially investigated from the point of view of their own evangelical lower elementary school teachers seminar, which was deeply connected with the matter of confessionalism. The source material of this research of educational history consist of documents of the school administration and the Lutheran Evangelical Association as well as of vast collection of educational, Church s and evangelical movement s journals. According to the results of this study, the evangelical movement plead very strongly for denominational religious education. However, the confessionalism they were pursuing differed from the common understanding of the concept at that time. This became evident both because of their demands for increased education on the Christian doctrine and because of their sharp criticism against loosely confessional, generally Christian religious education. The evangelical movement s strict opinion was combined with their effort to emphasize the Lutherian doctrine in the Evangelical Lutheran Church in Finland. The founding of the Evangelical seminar for lower elementary school teachers in Karkku was a significant indication of the evangelical movement s dedication to strive towards school s Christianity. The objective of the evangelical seminar was to change the school by means of training evangelical minded teachers. The seminar was only a part of much larger plans of evangelical education and home missionary work. However, maintaining the seminar proved to be impossible, especially as the National Board of Education was absolutely against it, claiming that it would endanger the unity of the compulsory school. The National Board of Education indicated that the objectivity of citizenship education would be forfeit, if every marginal ideological movement could educate their own teachers.

Tombstone of Adolf Molling and his wife Henriette (Henny) nee Meyerhof in the Jewish cemetery An der Strangriede Str. 54. 7; Hannover, Germany. Cemeteries Tombs

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Daphnane- and Tigliane-Type Diterpenoid Esters and Orthoesters from Pimelea elongata.

Investigation of Pimelea elongata ("Lakebed Pimelea") afforded 18 tigliane- and daphnane-type diterpenes (1-18). Eight of these were new compounds: four (1-3, 5) tigliane esters and four (7, 8, 10, 11) daphnane orthoesters. The 10 known compounds were 12-O-decanoylphorbol-13-acetate (4), P. simplex subtoxin B (6), wikstroelide E (9), pimelotides A and B (12, 13), gnidiglaucin (14), simplexin (15), huratoxin (16), kirkinine D (17), and 12-beta-acetoxyhuratoxin (18). The structures and relative configurations of the new compounds were determined by ID and 2D NMR spectroscopic studies in combination with MS analyses.

Tombstone of Adolf Molling and his wife Henriette (Henny) nee Meyerhof; Strangriede Cemetery Str.54.7; Hannover Cemeteries Tombs

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Tombstone of the Benno Molling family in the Jewish cemetery An der Strangriede; Hannover, Germany. Cemeteries; Tombs

This family grave is next to the tombstone of Adolf Molling and his wife Henriette (Henny) nee Meyerhof

Maren Matthiesen outdoors with dog; Coppet, Switzerland Portraits Women

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Tombstone of the Benno Molling family on the Jewish cemetery; An der Strangriede, Hannover, Germany. Cemeteries Tombs

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Studio portrait of Richard Molling, Margot Molling, Adolf Molling, Ilse Molling, Lena Molling nee Marx; Schoenau am Koenigssee, Germany.

Text on the back: Zur Erinnerung an den Sommer in Schoenau-Koenigsee 1921. Mollings.

Adolf and Henny Molling nee Meyerhof with Benno Molling's wife Sophie Molling nee Reuben and an unknown woman; Bad Nauheim, Germany.

Postcard written to Therese Gottschalk nee Molling at Norderney

Portrait of Liesel (Elizabeth) Gottschalk with her grandfather Adolf Molling; Germany.

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Portrait of the artist Arthur Segal Portraits Men

Born Iasi Romania July 13, 1875, died London 1944