Opettajan ja oppilaan kohtaaminen koulusituaatiossa

摘要: Encounter between educator and pupil in the school situation I study views of teachers educators as told biographical narratives on situational elements related to how a learns, grows is educated situation. The theoretical frame reference based contextual concept learning, which means that an individual’s learning takes place legitimate peripheral participation. central element, linked person’s background present. element also construction may be affected different levels encountering pupil. These are teacher/educator, community society. research material was collected by interviews with primary teachers: Leila (born 1939), Anni 1950), Minna 1975), Esa 1956) Jari 1957). Also interviewed were Tiina 1958), social worker secondary school, Seija 1944), nurse school. Their examined content analysis. A framework for interpreting provided my own autobiography. problem is: How do teachers/educators describe encounter pupil, their professional growth encounters child’s potential individual narratives? contribute enabled teacher achievement balance, greater emotional integrity through art studies, task completion, appreciation talents, supervised choice-making motivator during experimental use teaching methods. Other include adequate support encouragement attain suitable level performance. think educating teacher’s sensitivity accepting pupils individuals personal relationship teacher/ way understanding mother or father. show requirements education following: child, humour, plentiful discussion class opportunities talk about concerns nurse, teacher. development identity require cooperation child teacher/educator. teacher/educators’ backgrounds affect they pupils. demands goal setting, contents versatile arrangements multi-professional co-operation. When life not community, welfare team make efforts co-operate whole family work part school’s staff, daily setting up maintaining co-operation network. interviewees expressed positive attitude towards integration needs. One can hear multiplicity voices career stories, differences evident: novice teacher, vocation, developing agent, supporter favouring family, age, psychological past, alternative pedagogical projects collegiate Professional directed aim help create contacts teacher/educator examination processing feelings. Individual ways preventing burnout rest, physical exercise, fostering mental relationships believe teamworking will every routines future. reveal children post-modern society: increasing restlessness, lack boundaries, too much responsibility given early, refugee position. most important parenthood. Resources needed children, special needs, helping families problems. data some formed. subjective educational theory mainly shaped experience. My story analyses membership community. autobiography shows needs from partnering colleague, it possible helps develop. If pupil’s regarded important, should time skills child.