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In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland. We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people's ways to negotiate with disciplinary practices of the educational system. The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose ‘differently’. 相似文献
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Anneli Sarja Sirpa Janhonen Pirjo Havukainen Anne Vesterinen 《Teaching in Higher Education》2018,23(3):343-359
This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students’ conceptual understanding. The purpose of the research is to describe both the process of reflection during online interaction and how practical engagement with the discipline is supported through pedagogical guidance. The students wrote short texts on the practice of health promotion ethics and discussed their perspectives in relation to theory and research. The analysis proved the importance of structural design in learning assignments to enable the cohesive and dialogic nature of interaction. Practical reflexivity is a necessary condition for enhancing the ability of professionals to question and justify critical aspects of their organisational relationships. 相似文献
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Jari Kukkonen Patrick Dillon Sirpa Kärkkäinen Anu Hartikainen-Ahia Tuula Keinonen 《Education and Information Technologies》2016,21(2):349-371
Scaffolding helps the novice to accomplish a task goal or solve a problem that otherwise would be beyond unassisted efforts. Scaffolding firstly aims to support the learner in accomplishing the task and secondly in learning from the task and improving future performance. This study has examined pre-service teachers’ experiences of technologyenhanced/computer-supported collaborative inquiry learning when studying the anatomy of fish. The study investigated pre-service teachers’ experiences of scaffolded use of a Wiki in structuring a dissection inquiry activity combined with scaffolded use of digital imaging to support problematizing during the sense making process. Quantitative data on the benefits experienced by the pre-service teachers in using the Wiki and in digital imaging were collected through responses to questions posted through an online questionnaire. Structure equation modeling was used to investigate the relationship between scaffolding with the Wiki and the experienced benefits of using technology. The use of structural scaffolding with the Wiki was not seen to be directly related to the experienced benefits. In encouraging knowledge acquisition and supporting deeper thinking on the topic, digital imaging had the strongest positive relationship to the experienced benefits of the technology, but there was no direct relationship with the use of the Wiki. However, scaffolding by structuring the activity with the Wiki had meditational, indirect, effects through visualizations and peer support to intentional and active participation and thus the scaffolds were working during the inquiry synergistically. For teacher education this means that pre-service teachers may recognize the benefits of using technology only through a significant experience and thus under value the role of the technology itself. 相似文献
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Sirpa Kokko 《Gender and education》2009,21(6):721-734
This paper discusses the processes and practices that link crafts and gender in the upbringing and education of girls. The paper is based on a study conducted among female primary school trainee teachers in Finland. The data are comprised of their experiences with crafts as schoolgirls. The methods of the study were memory work and writing of craft autobiographies. The processes that interlink gender and crafts are culturally established and maintained both through informal sociocultural learning and formal education at school. The impact of the gendered tradition of crafts is strong and affects the teaching of crafts at school in Finland. This became clear in the analysis of the processes of girls learning to become full members of a community of such femininity practices as textile crafts. The gender‐based teaching of crafts is an example of the unofficial gendered practices of the officially gender‐neutral school. 相似文献
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Ayhan Korkmaz Mika Venojärvi Niko Wasenius Sirpa Manderoos Keith C. Deruisseau Eva-Karin Gidlund 《European Journal of Sport Science》2019,19(2):258-266
Irisin is a myokine that is thought to be secreted in response to exercise that may help to prevent obesity and maintain normal glucose metabolism. In this study we investigated the associations between irisin and glucose homeostasis in middle-aged, overweight and obese men (n?= 144) with impaired glucose regulation, and the impact of exercise training on these relationships. The participants underwent 12 weeks of resistance or aerobic (Nordic walking) exercise training three times per week, 60 minutes per session. Venous blood (n?=?105) and skeletal muscle samples (n?=?45) were obtained at baseline and post-intervention. Compared to controls, Nordic walking, but not resistance training, increased irisin levels in plasma (9.6?±?4.2%, P?=?0.014; 8.7?± 4.9%, P?=?0.087; respectively) compared to controls. When considering all subjects, baseline irisin correlated positively with atherogenic index of plasma (r?=?0.244, P?=?0.013) and 2-hour insulin levels (r?=?0.214, P?=?0.028), and negatively with age (r?=??0.262, P?=?0.007), adiponectin (r?=??0.240, P?=?0.014) and McAuley index (r?=??0.259, P?=?0.008). Training-induced FNDC5 mRNA changes were negatively correlated with HbA1c (r?=??0.527, P?=?0.030) in the resistance training group and with chemerin in the Nordic walking group (r?=??0.615, P?=?0.033). In conclusion, 12-weeks of Nordic walking was more effective than resistance training in elevating plasma irisin, in middle-aged men with impaired glucose tolerance. Thus, the change in irisin in response to exercise training varied by the type of exercise but showed limited association with improvements in glucose homeostasis. 相似文献
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Jani Kontkanen Sirpa Kärkkäinen Patrick Dillon Anu Hartikainen-Ahia Mauri Åhlberg 《International Journal of Science Education》2016,38(1):96-115
Visual databases are increasingly important resources through which individuals and groups can undertake species identification. This paper reports research on the collaborative processes undertaken by pre-service teacher students when working in small groups to identify birds using an Internet-based taxonomic resource. The student groups are conceptualised as ‘knowledge-building communities’ working in a ‘joint problem space’ comprising the collective knowledge of the participants interacting with the taxonomic database. Collaborative group work and associated dialogue were recorded with digital video. The recordings were analysed for the categories of dialogue and the categories of knowledge used by the students as they interacted with the taxonomic database and how they drew on their previous experiences of identifying birds. The outcomes are discussed in the context of the interplay of individual and social processes and the interplay between abstraction and lived experience in the joint problem space. 相似文献
17.
Sirpa Lehti Corresponding author Erno Lehtinen 《Scandinavian Journal of Educational Research》2013,57(3):297-324
The purpose of this research was to look for possible benefits and drawbacks of the use of computer‐supported simulation in the teaching and learning of experimental research methodology and statistics. In the study three research methodology groups were compared. The results show that there were significant differences in favour of the computer‐supported simulation group, called the ALEL group. During the course the conversations of two students' in the ALEL group were audiotaped. Although the ALEL students performed better than the other students and showed an improvement during the course, the conversations analysed showed that their learning outcomes should be still better in order to meet the learning goals of the methodology and statistics curriculum. An inadequate knowledge base was shown in the post‐test and also in the discussions of the pair during the course. 相似文献
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The aim of this qualitative study was to identify teachers’ ways of experiencing their identity and development challenges as teachers in the social and professional context of university. Identity and development as a teacher were examined based on interviews and drawings of career paths collected from a group of university teachers representing diverse scientific fields at one research-intensive university in Finland. Based on the findings, a typology of teacher identities and classification of development themes were constructed, illustrating the experiences and drawing on the themes found in the data and comparing them to Huberman’s teachers’ career cycle as well as Åkerlind’s views on university teachers’ changes. The findings showed that those who have reached a goal-reflective and stabilised teacher identity recognise development challenges, especially in the areas of self-development and facilitation of student learning, while those who have a constructive-conflicting or unsolved teacher identity struggle with the many pressures of teaching practice and reaching teacher comfort. The learning trajectories of the studied university teachers were varied and lasted considerably longer than suggested by teachers’ career cycle views. 相似文献