Josephine Moate (OKL) EN

tekijä: Iida Annikki Rautiainen Viimeisin muutos tiistai 25. lokakuuta 2022, 14.33

Introduction

Supervisor: Josephine Moate, josephine.moate@jyu.fi

Start date: Spring 2023, Continuous application

Topics:

1. Foreign language education: In Finland foreign language education has been introduced into the first grade of basic education. The national curriculum states that language education offers plentiful space for 'joy, playfulness and creativity' in addition to outlining key goals for language development and use. This area of the curriculum can be explored from many different perspectives, from the perspectives of learners and teachers, through materials and innovations, through interventions, communities and reported examples. A recent project examining teacher innovations in language education has made a number of teacher interviews available which might be useful to students interested in language education from the teacher perspective: https://jyu.finna.fi/Record/jyx.123456789_77794?imgid=1

2. Dialogic pedagogy: the notion of dialogue has received an increasing amount of attention in educational research and practice. The focus is very often on the quality of talk and relationships in educational communities. My research has particularly drawn on the dialogic theory of Bakhtin to explore different forms of participation (talk, use of materials, through arts) in different levels of education. If students would like to focus on dialogic pedagogy, I recommend also taking the EDUS1070 course Dialogic theory and dialogic pedagogy, and if possible, the special qualitative research methods course - a dialogic approach to qualitative research.

3. Intercultural and language aware approaches to education: educational communities are increasingly diverse. Students and teachers have different language backgrounds, different experiences and life stories. More than ever teachers have to use pedagogical expertise to build educational communities and to support the participation of children and students in different ways. Intercultural and/or language aware approaches to education connect with the notion of social sustainability - how to build communities that work well in the present and create a good basis for the future, from individual and community perspectives.

4. Teacher development: teachers are key participants in any educational community as teachers carry the responsibility for guiding children's or students' participation and studies, as well as for drawing their attention to new ideas, opportunities, activities and understanding. While pre-service teacher education provides an important foundation for this work, teachers continue to develop while working in the field. How teachers develop can be explored from many different perspectives, whether considering teacher agency or efficacy, pedagogical tact or understanding. This broad field of research includes studies on teachers as individuals, as members of communities, as professionals, even as artists, and can be researched in many different ways.

Other topics

Bilingual education: Most cities in Finland offer bilingual classes in which children learn and study subjects through English as an additional language, rather than their mother tongue. The 2014 Finnish national curriculum usefully differentiates between 'language-enriched' and 'extensive' bilingual approaches. Key questions in bilingual education are, for example, how can teachers select and develop materials, or how can bilingual children demonstrate learning in more than one language? These questions provide important opportunities for researchers to carefully consider the purpose of educational tasks and activities, to think about the role of subjects as well as language in learning, and to think about what it really means to teach and learn.

Maximum number of theses to be supervised: 6

Choose which of our Faculty’s areas of research focus does your own research represent:

  • Education, teaching and interventions

I can supervise

  • Theses written in English in a mixed group of English-speaking and Finnish-speaking students.

The degree programme of the student can be:

  • Special Education
  • Teacher Education
  • International Master’s Degree Programme

Additional information

Although I cannot participate in the Pamaus as I am teaching, I am happy for students to contact me to ask questions about possible topics. It is perhaps useful to know that my thesis seminar group meets every other week to discuss key questions related to the thesis process. The discussions are usually in English. Although most of my supervisees write their thesis in English, some of my Finnish students have written their theses in Finnish. Several of my supervisees have gathered data from outside of Finland bringing a comparative perspective to our discussions and sometimes using a comparative approach to develop their research. Many students have used interview or questionnaire data as the main materials, but it is good to consider what other kinds of data can also be used.

I am not available on 31 October at 12.30-14 (Zoom).