Research
Ten Encounters between Students and a Special Education Teacher at a Finnish Hospital School – Outlining Hospital School Pedagogy
This article presents a description of a special education teacher’s work and how it appears as student encounters during a month-long observation period at a hospital school. The teacher’s pedagogical skills are tested when she has to bend to many directions. Every day is different, students form an extremely heterogeneous group, and every one of them has their special needs. Teaching at a hospital school is special education at its best and work requires especial flexibility, understanding, acceptance, and caring as well as endless trust in students’ development regardless of their most difficult conditions. The article is based on Dr. Äärelä’s long-term experience as a special education teacher at a hospital school and her researcher’s diary of the everyday encounters in the teacher’s work. The month-long special observation period formed the data of this study. The findings are here presented as ten examples of student encounters. They are to illustrate the daily work at a hospital school and, thus, help to develop and support teacher training. The fundamental purpose is to lay foundation to the development of hospital school pedagogy.
Finnish Music Teachersa Perceptions of Rhythmics in Music Education
The purpose of this study was to analyze music teachers’ perceptions of rhythmics and how they use it in music education. They were asked to discuss how they perceive the value of rhythmics and its challenges. Research participants consisted of ten Finnish music teachers who participated in continuing education about rhythmics. They were interviewed and the data were analyzed with the qualitative content analyzing method. The research results showed that teachers found rhythmics a new and challenging area of music education. They had insufficient knowledge of the pedagogical foundation and concepts of rhythmics, even though they had adopted some rhythmics methods in their teaching. According to the findings, teachers were (1) appreciative and enthusiastic, (2) doubtful, or (3) positive but uncertain about using rhythmics. The biggest challenge was the lack of continuing education that would help them learn and employ the contents and methods of rhythmics better in their teaching. Other challenges included difficulties in realizing teaching due to tight teaching premises, students’ heterogeneity, scarce time allocation for music teaching, and lack of usable teaching materials. The study contributes ideas and means to develop music education with rhythmics in Finland.
