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SteWDUBS Finland Baseline Research Presentation
- 1. UEF// University of Eastern Finland STeWDUBS Finland Kaisa Pihlainen 27 May 2021
- 2. UEF// University of Eastern Finland STeWDUBS research at the UEF Questionnaires Teacher students at the teacher training Teachers at the UEF Focus groups Timelines Timeline assignment Shared focus group 2
- 3. UEF// University of Eastern Finland Questionnaires
- 4. UEF// University of Eastern Finland Questionnaire for teacher students Online questionnaire to teacher students who were in a teacher training – Background information – Stressors – Coping – Certainty of career choice – Resources and challenges – Emotions – Open questions Open from March
- 5. UEF// University of Eastern Finland Questionnaire for teacher students Respondents: – 24 teacher students – 22 women, 2 men – Main subject: Teacher students in ECE (15); Special education (6); primary school (2), career counselling (1) – Year of study: First (11), Second (2), Third (2), Fourth (7), Fifth (2) – Which teacher training: First (12), Second (2), Third (6), Fourth (4) – One student in hybrid teacher training, others on the spot
- 6. UEF// University of Eastern Finland How much have the following items supported realization of your teacher training? 1 = Not at all, 5 = Very much, 6 = I don´t know n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 23 n = 24 n = 23 n = 24 n = 24 n = 24 n = 23 n = 24 n = 24 0 30 0 1 2 3 4 5 6 Collaboration and interaction with supervising teacher in the training place Collaboration and interaction with students/children Noticing my own strenghts and taking benefit out of them Feedback from students/children Motivation towards teacher training Self-confidence concerning teacher training Collaboration and interaction with other teacher trainees Noticing meaningfulness of my own work input/contribution Establishing and maintining routines Choice and having a training place Getting to know working community Feedback and guidance from supervising teacher Relaxing and recovery after training days Atmosphere in classroom/group of children Managing my own time/scheduling Asking for help or support Items connected to finishing the teacher training (e.g. social factors,… Items connected to starting the teacher training (e.g. contacting the… Planning teaching
- 7. UEF// University of Eastern Finland How much have the following items supported realization of your teacher training? 1 = Not at all, 5 = Very much, 6 = I don´t know n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 0 30 0 1 2 3 4 5 6 Teaching Atmosphere within peers Feedback from other teacher students Balance between training and freetime Collaboration and interaction with supervising teacher at the university Feedback from other members of work community Relaxing and recovery during training days Feedback and guidance from supervising teacher at the university Tasks during the training that are connected with other studies Tasks connected with training (to the university)
- 8. UEF// University of Eastern Finland How much have the following items restricted realization of your teacher training? 1 = Not at all, 5 = Very much, 6 = I don´t know n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 10 0 1 2 3 4 5 6 Tasks during the training that are connected with other studies Tasks connected with training (to the university) Imbalance between training and freetime Not enough relaxing and recovery during training days Not enough relaxing and recovery after training days Items connected to starting the teacher training (e.g. contacting the supervising teacher, fixing the schedules) Items connected to finishing the teacher training (e.g. social factors, evaluation of learning) Choice and having a training place Managing my own time/scheduling Not noticing my own strenghts and not taking benefit out of them Feedback and guidance from supervising teacher Feedback from other members of work community Collaboration and interaction with other teacher trainees Not noticing meaningfulness of my own work input/contribution
- 9. UEF// University of Eastern Finland How much have the following items restricted realization of your teacher training? 1 = Not at all, 5 = Very much, 6 = I don´t know n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 0 1 2 3 4 5 6 Teaching Collaboration and interaction with supervising teacher… Lack of motivation towards teacher training Planning teaching Getting to know working community Feedback from other teacher students Difficulties in asking for help or support Shortage of self-confidence concerning teacher training Collaboration and interaction with supervising teacher… Collaboration and interaction with students/children Difficulties in establishing and maintining routines Atmosphere in classroom/group of children Feedback and guidance from supervising teacher at… Atmosphere within peers Feedback from students/children
- 10. UEF// University of Eastern Finland How much have you experienced following emotions during your last teacher training? (1 = not al all, 7 = all the time) n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 n = 24 0 14 0 1 2 3 4 5 6 7 Interest Activity Enthusiasm Happiness, joy Happiness, felicity Contentment, satisfaction Proud Overload Guilt Anxiety Shame Anger Depression, dejection Envy
- 11. UEF// University of Eastern Finland Questionnaire for supervising teachers Research collaboration with HOHTO project
- 12. UEF// University of Eastern Finland Focus groups
- 13. UEF// University of Eastern Finland Focus groups Themes: Professional identity and agency in teacher training; Wellbeing in teacher training; Future Online meetings in Teams Students – Career conselling: 4 groups (3-5 students/group) (Finished) – Early childhood education: 3 groups (2-4 students/group) (To be done)
- 14. UEF// University of Eastern Finland Timelines
- 15. UEF// University of Eastern Finland Timeline assignment Task assignment Week assignment: Observe your wellbeing during teacher training and draw a line of that describes the changes in your wellbeing to a timeline. Every week in your teacher training has an own timeline. (6 weeks teacher training period). Name factors that support your wellbeing above the line and factors that restrict your wellbeing below the line. – What were the most important turning points in your wellbeing? What factors were related to these changes? Mark them to your timeline (different colors, bold font, circles etc.)
- 16. UEF// University of Eastern Finland Timeline assignment In the end of your teacher training: Look at the timelines that you drew during the teacher training period. Write a summary (1-2 pages). – What were the most important turning points in your wellbeing during the whole teacher training period? What factors were connected to these turning points? – To what factors related to your wellbeing should you pay attention in future and how (during your studies, transition to work)?
- 17. UEF// University of Eastern Finland Timeline assignment Students – Special education – Early childhood education
- 18. UEF// University of Eastern Finland Shared focus group Task: Reflect and share experiences from teacher students´ wellbeing during teacher training based on timeline assignment Online focus group in Teams 4 teacher students from Special Education & Emma 2021-2022: Shared focus group within students from different STeWDUBS countries
- 19. UEF// University of Eastern Finland uef.fi Thank you Tak Kiitos 19