Browsing by Subject "ammatinvalinta"

This study is about young adults and their experiences about which factors effected to choosing vocational school after they graduated from primary school. I’m also interested to know how the selection is seen today in their lives. Previous studies have shown that student counseling, parents’ educational background and gender all affects to the educational path that teenager chooses. I approached the subject on the basis of these concepts. In my research, I interviewed five 22 to 28 years old young adults who have chosen vocational school. The data was collected by interviewing, using theme interview. The data was analyzed phenomenologically that is focused on the interviewees' experiences and their meanings choosing a vocational school. Study supported previous research and the theoretical background. Student counseling played an important role when the teenager is thinking different options. Parents' educational background also influenced how their children are going to be educated. All the interviewees followed the same lines as their parents. Gender effects were low, although all interviewees represented stereotypically male and female-dominated sectors. The study showed that choosing vocational education is influenced by both internal and external factors. External factors strongly influence to the decision, if the direction is not clear.

Objectives. The purpose of this study is to compare Mexican and Finnish classroom teachers’ perceptions of the role and status that teachers have in a society. I also aim to find out reasons for choosing a teaching career. The theoretical background of this study will introduce both Mexican and Finnish educational systems, as well as teachers’ training. In addition, the concepts of vocational selection and teacher’s role and status are under scrutiny. Methods. Eleven Mexican and nine Finnish classroom teachers participated to this qualitative and comparative study via semi-structured e-mail inquiry. Mexican respondents come from all over Mexico, while most of the Finnish respondents come from Southern Finland. Both ages and teaching experience of all the respondents vary significantly. The research material was analyzed by means of content analysis. The role of theory was directional in the analysis. Results and conclusion. The results of this study showed that Mexican and Finnish respondents had similar thoughts about their vocational choice and congruent understanding of teachers’ role in both school environment as well as in society at large. Among both respondent groups, there were six types of similar definitions concerning vocational choices: (1) desire to teach and help the children learn, (2) the possibility to have an impact on children, (3) attachment to work with children, (4) diverse and creative vocation, (5) the influence of family and friends on the choice of career, and (6) employment. Regarding teachers’ role in schools and in society, nine groups of similar perceptions emerged: (1) educator (2) a role model (3) a mentor (4) a ’parent’ for the childen, (5) many roles outside teacher’s profession (6) producer of good citizens (7) supporter, (8) authority, and (9) companion. The results indicate that teachers’ vocational choices and the variety of roles inside the teaching profession are a global phenomenon. However, the social status of teachers is, according to Mexican teachers, bad, while Finnish teachers consider their social status to be good. Regarding the social status of teachers, there were three groups of similar perceptions among both respondent groups: (1) low wage, indicating the lack of appreciation, (2) liberty to choose the teaching methods and, lastly, (3) good status/position in relation to the pupils.

The purpose of this study was to examine in more detail the factors behind the inheritance of the teacher’s profession. This topic has been studied widely in Finland and abroad. The previous studies have shown that the teacher’s profession tends to inherit in the family. The information that one could have from the results, could be used for example in student counselling. The data was collected by sending a questionnaire via email to five teachers who are from families that include teachers. The questionnaire had nine questions which were based on previous studies and this thesis’ research problems. The previous studies that were used in this study were both Finnish and international. Thematizing was used as an analyzing method when questionnaires were analyzed. The Covid-19 pandemic had an impact on the method which was used to collect the data: originally it was planned to collect it via interviews but because of the pandemic the data had to be collected via questionnaire. As a conclusion in this study teacher occupation tends to inherit for example because of the support from the family and information about the occupation that is given by them. Being in a family that has other teachers has positive impacts, like for example common holidays. Knowing that occupations in families have an impact on a child's decision about education and future occupation, give student counsellors important information that they could use when working with the students.

Tutkimukseni aihe on kansalais- ja keskikouluissa annettu ammatinvalintaa koskeva opetus Jyväskylässä ja Laukaan Lievestuoreella vuosina 1958–1973. Erittelen ja analysoin opetuksen nuorille välittämiä arvoja, oletuksia ja odotuksia neljän jännitteen kautta. Ne ovat yhteiskunnan ja yksilön etujen välinen ristiriita, jännite alueellisen pysyvyyden ja liikkuvuuden välillä, yhteiskuntaluokkien murros sekä sukupuoliroolit. Tutkimuskohteena on Jyväskylästä Cygnaeuksen kansalaiskoulu sekä kunnallinen keskikoulu ja Lievestuoreelta kansalaiskoulu sekä yhteiskoulu. Tutkin, miten ammatinvalinnanopetus kouluissa järjestettiin, millaisia sisältöjä opetukseen kuului ja millä tavoin edellä mainitut jännitteet siinä ilmenivät. Hyödynnän Pierre Bourdieun luokkateorian sekä Yvonne Hirdmanin sukupuolisopimus-teorian käsitteitä. Lähteinä käytän pääasiassa ammatinvalinnan oppikirjoja sekä koulujen toimintaa käsitteleviä asiakirjoja, kuten luokkapäiväkirjoja sekä opetussuunnitelmia. Kouluissa järjestettiin ammatinvalinnanopetusta pitkälti valtakunnallisten ohjeiden mukaan. Oli kuitenkin nähtävissä, että uuden oppiaineen toteuttamisessa – esimerkiksi opetushenkilökunnan kiinnostuksen tasossa ammatinvalinnanohjausta kohtaan sekä opettajien pätevyydessä – oli jossain määrin eroja koulusta riippuen. Tutkimusajanjakson edetessä ammatinvalinnanohjaus kehittyi, ja koulujen rooli siinä vahvistui. Jatkokoulutusmahdollisuuksien esittely sai ajanjakson lopulla entistäkin enemmän tilaa. Opetus korosti suoraan ennen kaikkea yksilön etua. Ammatinvalintaan liittyvä yhteiskunnallinen vastuu näkyi opetuksessa enemmän 1960-lopulta eteenpäin, mutta silloinkin se oli yksilön etua pienemmässä roolissa. Epäsuorasti, vaikkakin erittäin selvästi, opetussisällöissä näkyi tavoite oppilaiden ohjaamiseen tiettyyn suuntaan. Opetuksen viesti oli, että oppilaan sukupuoli, perhetausta, kotipaikkakunta sekä fyysiset ja henkiset ominaisuudet asettivat pysyvät raamit ammatinvalinnalle. Raamien asettajat, Bourdieun teorian valossa yhteiskunnan eliitti, oli oppikirjallisuudessa häivytetty, jolloin asiat näyttäytyivät neutraaleina totuuksina. Opetus korosti kotipaikkakuntaa ja lähialueita. Lievestuoreen sijainti paljon suuremman Jyväskylän lähellä heijastui opetukseen niin, ettei se keskittynyt yksin oman paikkakunnan, vaan ylipäänsä Jyväskylän alueen mahdollisuuksiin. Yhteiskunnan hierarkkisuus näkyi opetuksessa erilaisina koulutuspolkuina ja mahdollisuuksina, mutta merkkejä vallitsevan tilanteen kyseenalaistamisesta ei pääosin ollut havaittavissa. Ammatinvalinnanopetus perustui ainakin näennäisesti yleisesti hyväksytyille eroille miesten ja naisten välillä. Erot olivat selvät erityisesti ominaisuuksissa sekä kiinnostuksen kohteissa. Naisiakin kannustettiin painokkaasti ammattitaidon hankintaan, mutta lähinnä naisille sopivilla aloilla. Kuten Hirdmanin teoriassa, näkyi opetussisällöissä naisille erikseen luotu uusi, julkinen tila, johon pääsy ei horjuttanut vanhaa, miesten hallitsemaa tilaa.

This research aims to understand the motivational factors of the first year class teacher students to seek their way into the industry as well as their expectations towards the studies. The target is also to study the most meaningful experiences of the studies described by the third year class teacher students. Analyzing the motivational factors of the individuals entering the industry provides understanding why class teacher studies are so popular and what are the driving factors towards the industry. The class teacher studies are facing a variety of different types of expectations that are actively changing within the society and its diversified structure. Despite the fact that class teacher studies have been seen as practical academic education, during the past few years the relationship with theory and practicality has been questionalized. The research was conducted using qualitative research methods. The research material was collected using narrative thematic interviews. Eight first year students and four third year class teacher students were selected to the interviews. First group of interviews were conducted in the autumn of 2017 and the second group during the autumn of 2019. The interviews were recorded and transcribed after which they were analyzed following the principles of thematic analysis. The first year class teacher students had applied to the industry from many different back-grounds and driven by diverse set of motivational factors. The most significant motivational factors for entering the industry were social factors as well as own personality and values related to it. There were a vast set of expectations directed to the class teacher studies. The studies were desired to provide readiness to act in a practical manner and developing individuals professional identity towards the ideal profile of a teacher. Third year class teacher students felt that the studies had enhanced their professional identity as well as developed their pedagogic and academic skills. The teacher apprenticeship included in the studies had been experienced as the most meaningful part of the studies, which is the reason for desire of more practical content to be included in the class teacher studies.

This study is a descriptive literature review. In this thesis work I researched factors that affect an individual’s development and future planning. My goal was to find out how to offer equal opportunities for adolescents in discovering their potential and finding their place in society. My research questions were: 1. What are the factors affecting the adolescents’ perceptions of themselves and the opportunities they see? 2. How can school support the development of adolescents so that they can recognize their own potential? 3. How to make successful transitions from school to working life? My main sources were the textbooks used in the Faculty of Educational Sciences. Main theories used were positive psychology, character strengths, mindsets, temperament and personality. To gain insight into Finnish adolescents’ education choices and the success of those choices I used several sources, like for example the tool We foundation and The National Institute for Health and Welfare have developed about the dynamics of exclusion from the Kohortti87- material. I also used the Youth Barometer 2017 and the publication of Finland’s Ministry of Economic Affairs and Employment on NEET (not in education, employment or training) youth as sources. My results show that inborn traits determine the way individuals react in different situations. It is critical how the environment responses to those traits and reactions. (Keltikangas-Järvinen, 2004, s. 36–108). Everybody has their own character strengths and when adolescents find theirs it will help them raise their self-esteem and plan for their future. One of the significant development tasks of adolescence is planning an educational path. Environment can greatly influence adolescents since they are still processing their beliefs about themselves. With positive and warm encouragement from teachers and parents, even the hardest experiences can turn into psychological resources by increasing growth mindset, resilience and competence. Self-knowledge helps young people to discern their possibilities and make conclusions about whether they are suited for different careers. When adolescents find the right career that supports their traits and strengths, it will make work feel more valuable and decreases the risk of exclusion (Hotulainen, Lappalainen & Sointu, 2014, s. 269; Seligman, 2008, s. 27).

Tässä maisterintutkielmassa tarkastellaan, kuinka sukupuolten välinen tasa-arvo työmarkkinoilla vaikuttaa talouskasvuun Yhdysvalloissa. Tarkoituksena on löytää ja ymmärtää ne työmarkkinoiden rakenteet ja ominaisuudet, jotka aiheuttavat erilaiset ammattijakaumat sukupuolten välillä ja siten vaikuttavat kykyjen jakautumiseen työmarkkinoilla hidastaen talouskasvua. Tutkimukseen motivoivat työmarkkinoiden suuret muutokset Yhdysvalloissa, joihin lukeutuvat naisten siirtyminen työmarkkinoille sekä ammattien jakautuminen nais- ja miesvaltaisiin aloihin. Tarkasteltavat tutkimukset selittävät Roy-mallia hyödyntäen, miten ammatillista valikoitumista ja ammatillista erottelua tapahtuu työmarkkinoilla. Mallissa kolme tekijää: alkuperäinen kykyjen ja osaamisen jakauma, kykyjen väliset korrelaatiot väestössä ja teknologia, jossa kykyjä hyödynnetään, vaikuttavat siihen, minkä ammatin työntekijät valitsevat. Aiempi kirjallisuus tutkii, mistä työmarkkinoilla havaitut sukupuolierot johtuvat ja kuinka suuri vaikutus niillä on ammattijakaumiin. Muun muassa kotitöihin käytetty aika ja ammattien ominaisuudet, kuten työtuntien ja palkan välinen lineaarinen tai epälineaarinen suhde vaikuttavat kykyjen jakautumiseen eri ammatteihin. Lopuksi erot ammattijakaumissa ja siten kykyjen jakaumissa liitetään kysymykseen talouskasvusta. Kun naisten ja miesten synnynnäisten kykyjen oletetaan olevan yhtäläiset, tulisi tehokkaasti toimivilla työmarkkinoilla naisten ja miesten jakautua ammatteihin tasaisesti, jolloin myös sukupuolet ovat kykyjen osalta jakautuneet tehokkaasti markkinoille. Yhdysvaltain työmarkkinoilla on kuitenkin paljon nais- ja miesvaltaisia aloja, joten markkinat eivät oletuksen mukaisesti ole tehokkaat. Työmarkkinoiden ominaisuudet kuten esteet koulutuksen hankkimisessa ja syrjintä vaikuttavat tehokkuuteen merkittävästi. Tarkasteltavan tutkimuksen mukaan, vuosien 1960 ja 2010 välillä Yhdysvaltain talouskasvusta 40 % on johtunut syrjinnän vähenemisestä ja yhdenvertaisemmista mahdollisuuksista kouluttautua. Saatujen tulosten perusteella voidaan sanoa, että Yhdysvaltojen työmarkkinat eivät vielä ole sukupuolille tasa-arvoiset. Työmarkkinoiden tehottomuuteen vaikuttavia tekijöitä vähentämällä, voitaisiin saavuttaa suurempaa talouskasvua ja hyvinvoivempi yhteiskunta. Niinpä Yhdysvaltojen kannattaisi panostaa sukupuolten aseman yhdenvertaistamiseen työmarkkinoilla.

In this thesis I investigated previous research about gender differences in the vocational choice of kids and adolecents. The main focus was segregation which is a complex phenomenon in the world of work. It causes inequality and ineffectiveness in the labour market. Segregated structures are also seen in the educational field. The aim of this study was to help being aware of them. A systematic literature review was made from 14 original articles which were publiced in the International Journal for Educational and Vocational Guidance from 2008 to 2016. The review indicates that there are several views to gender differences in the vocational choice of kids and adolecents. For example occupational aspirations, intrests and barriers are discussed. Segregated structures and traditional gender roles are also presented in previous research. Therefore the review indicates that the significance of gender should be considered in the work among young people in educational and vocational fields.

Nowadays, young people are expected to make educational decisions that affect the rest of their lives. Neoliberal ethos, which emphasizes competitiveness, individualism and effectivity, puts young people in a position that increases their decision-making responsibilities. At the same time, Finnish society tries to prevent the marginalization of young people by guiding them toward education that suits their strengths and resources. The expertise of student advisors is in high demand, while at the same time we talk about the autonomous responsibility of young people to make decisions. Young people are placed in situations where they have authority and are expected to make the “right” decisions. Referring to previous research concerning guidance and neoliberal marketization of education, it is important to consider young people’s viewpoints. The aim of this master’s thesis is to examine what views ninth graders have on educational path guidance offered in comprehensive school and to examine what guidance dialogue occurs in the context of neoliberal educational politics. Eleven students from 9th grade were interviewed in two group discussions. The study advisor was also interviewed. At that comprehensive school, students attend either general classes or specialized classes where students are chosen through suitability tests. Six of the interviewees studied in general classes and five of them studied in specialized classes. The data was analyzed using a discourse analytical approach, and the discourses discovered were then set in a wider perspective. The results showed that the study advisor was seen as an expert who was being relied on. Students spoke of autonomous responsibility and decision making in two different ways. Autonomous responsibility felt oppressive to some, and to others it was seen as a route to actualize one’s dreams. Competitiveness supported by specialized classes and other advantages, such as socio-economic backgrounds, had an effect on how students dealt with study guidance. Students who came from backgrounds that supported their competitiveness felt that guidance was encouraging. On the other hand, students from less supportive backgrounds felt that guidance was oppressive. From the students’ point of view, the individual and the guidance do not always come together. Neoliberal ethos increases inequality in students’ negotiation positions concerning guidance. It is important to modify guidance structures in a way that allows students and guidance to come together.