Pedagogical Love and Good Teacherhood

Määttä, Kaarina; Uusiautti, Satu

doi:10.1007/978-94-6209-206-8_7

Cited by 29 publications

(24 citation statements)

References 33 publications

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“…Unquestionably, no teaching method or aid can replace the help and support given by another human being (see also Takala, 2010) and this fact should be recognized not only by municipal and national authorities to make SNAs' overall work conditions adequate but also by local partners, teachers, other school and health care personnel, and parents, to improve the practical work of SNAs. According to Määttä and Uusiautti (2011), good teachers' work grounds on teachers' pedagogical love and desire to teach. According to this study, it seems that special needs assistants share the same kind of pedagogical love, genuine wish to help and guide.…”

Section: Discussionmentioning

confidence: 99%

Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland

Maensivu¹,

Uusiautti²,

Määttä³

2012

EUROPEAN J ED RES

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The contribution of special needs assistants (SNA) is becoming increasingly important in inclusive and special classrooms. However, the profession itself has remained unexplored. The purpose of this article is to describe special needs assistants' perceptions on their education, professional competence, the content and significance of their work within the school system of Finland, and the further development of their role and content of their work. 171 special needs assistants from the province of Lapland participated in the research. This research was a mixed methods research where the data was collected in 2010 through a semi-structured questionnaire that consisted both quantitative and qualitative elements and was, therefore, analyzed both by using qualitative and quantitative analyzing methods. The results highlighted the diversity, challenges and development needs of special needs assistants' work. Special needs assistants are strength and can work as a support for teachers, students, and parents.

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Section: Discussionmentioning

confidence: 99%

Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland

Maensivu¹,

Uusiautti²,

Määttä³

2012

EUROPEAN J ED RES

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“…The teacher's profession has many interpretations: for example, professionalism may refer to quality (Carlgren, 1996), ethicality and moral action (Green et al, 2007), substance knowledge (e.g., Elliott, Isaacs, and Chugani 2010;Jakku-Sihvonen, 2005;Wall & McAleer, 2000), their personality and individual characteristics have been considered important as well (Hare, 1993;Jennings and Greenberg, 2009). Moreover, professionalism means pedagogical tact, pedagogical eye on various situations and the ability to act as professionally as possible (van Manen, 1991;Määttä & Uusiautti, 2011a;2011b;.…”

Section: Teachers' Professional Identitymentioning

confidence: 99%

Teacher Students’ School Memories as a Part of the Development of Their Professional Identity

Heikkilä¹,

Uusiautti

Määttä³

2012

JSE

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Finnish teacher education is highly esteemed since Finnish pupils' success in international PISA comparisons and teacher education is a very popular choice among university applicants. Childhood school experiences are part of the development of a teacher's identity. In this research, the connection between the school memories and the development of teacher students' professional identity is studied in the light of teacher students' memories and narratives. The research was a qualitative research where teacher students were interviewed through theme interview with a narrative approach. The research questions set to this study were: (1) How are teacher students' school memories connected to the development of professional identity? (2) How are their school memories exploited in teacher education? According to the results, little time is devoted to analyzing teacher students' school memories. Teacher education does not highlight school memories and the significance of teacher students' former teachers and yet, these issues occupy teacher students mind. Teacher education should offer a place where teacher students could reflect their experiences and understand their developing teacher identity.

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“…2013;Määttä & Uusiautti, 2011). According to previous studies, having a child with disability may increase the sense of solidarity and strengthen family members' mutual relationships (Bayat, 2007).…”

Section: Discussionmentioning

confidence: 99%

“There are not enough hours in a day to do everything”: Parents’ descriptions of everyday life with a child with severe physical disability

Häyrynen¹,

Määttä

Äärelä

et al. 2018

IJRSE

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Life in families with a child with a severe physical disability is filled with various demands and needs for extraordinary solutions. The purpose of this research was to investigate how parents describe their everyday life, coping, and solutions regarding parenting. The research question set for this study was "How do the parents of a child with severe physical disability describe their everyday life?" The research participants were the parents of 120 students with severe physical disability participating the remedial courses at Tervaväylä Special Education School in Oulu, Finland. Their parents described their everyday challenges and joys openly which are introduced as findings in this article. Parents' work, societal demands, and the child's special needs together are burdening and creating a daily structure that is functional requires time and effort from parents. Ability to be flexible and trust in positive development in the child and multi-professional collaboration are the keys to coping. In addition, parents emphasized the ability to find joy from small successes and steps in their child's progress.

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Pedagogical Love and Good Teacherhood

Cited by 29 publications

References 33 publications

Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland

Special Needs Assistants: The Special Charcteristics and Strenght of the School System of Finland

Teacher Students’ School Memories as a Part of the Development of Their Professional Identity

“There are not enough hours in a day to do everything”: Parents’ descriptions of everyday life with a child with severe physical disability

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