|Institution:||University of Oulu|
|Keywords:||literacy practices; personal and professional learning; teacher agency; transformation; ammatillinen ja henkilökohtainen oppiminen; muutos; opettajan toimijuus; tekstitaitokäytänteet|
|Full text PDF:||http://urn.fi/urn:isbn:9789526208480|
Abstract The general aim of this research was to explicate what kind of a process ‘doing things differently’ in the context of literacy practices is from the teacher agency perspective. The research was based on development work on literacy practices, which I as a teacher-researcher conducted in a Finnish first grade classroom during one school year. I based the new literacy practices on the concepts of a broad conception of text and the communicative view of language presented in the Finnish national core curriculum 2004. The new practices mirrored the affordances of ‘new literacies’ involving use of technology, diversified texts and collaborative learning. They deviated from the traditional Finnish ones, which are based on the use of text- and workbooks and teacher-directed interaction, and therefore their implementation brought forth a change process. The meaning was not only to challenge the prevailing practices content and mode wise, but also to transform the social structures of the classroom community towards being more pupil-centred. It became evident that my agency involved the change in organising the possibilities for new kinds ways of working. The change also influenced my subjective level of being a teacher. The act of ‘doing things differently’ became a reflective learning process for me involving a struggle against traditional practices. The social structures changed in connection with literacy practices towards increased pupil participation and emancipation. The teacher agency transformed from instructor to guide, offering the pupils opportunities for learning. The findings showed that the change in the literacy practices was based on the choices I as a teacher made during the process, creating in this way a style for it. The style was characterized by relativity and ‘becoming’, as well as by the need for both professional and personal support. The experiences of these kinds of change processes are currently topical in Finland. This is especially because there is a new curriculum coming out in 2016 and the principles and contents in it will emphasize the use of new technologies and their benefits towards practices and collaborative learning in even more extensive scale than the current one. Educators need knowledge of what kind of process the implementation of these principles and contents will be and what kinds of professional learning it involves. Tiivistelmä Tämän väitöstutkimuksen tarkoituksena oli tarkentaa tekstitaitojen käytänteiden muutosprosessi opettajan toimijuuden näkökulmasta. Tutkimus perustuu kehittämistyölle, jonka minä opettaja-tutkijan roolissa toteutin suomalaisella ensiluokalla lukuvuoden ajan. Tekstitaitojen käytänteiden kehittämistyö perustui Suomen perusopetuksen opetussuunnitelman perusteiden 2004 laajaan tekstikäsitykseen ja yhteisölliseen näkemykseen kielestä. Tältä perustalta luodut käytänteet sisälsivät monilukutaidollisia ulottuvuuksia rakentuessaan erilaisten tekstien ympärille ja sisältäessään teknologian käyttöä ja yhteistoiminnallisia työskentelytapoja. Nämä… Advisors/Committee Members: Korkeamäki, R. (Riitta-Liisa).