Vásihit, guorahallat, čiekŋudit ja oahppat: Oahpaheaddjit ja čiekŋalis oahppan sámegielfágas

Abstract

Dan masterbarggu fadda lea movt oahpaheaddjit sahttet bargat dan guvlui ahte dahpahuvva čiekŋalis oahppan samegieloahpahusas, movt sii rahkkanit oahpahussii oahppoplana vuođul ja čiekŋalis oahppama olis ja movt sin ipmardus čiekŋalis oahppamis fievrriduvvo oahpahussii. Dutkangažaldagaid bokte gurahalan movt oahpaheaddjit sahttet sihkkarastit ahte dahpahuvva čiekŋalis oahppan samegielfagas ja samegieloahpahusas skuvllas. Mun guorahalan movt oahpaheaddjit ipmirdit čiekŋalis oahppama ja movt sii čađahit oahpahusa dainna ulbmilin ahte čiekŋalis oahppan olahuvvo. Mun guorahalan maid movt arbevirolaš mahttu sahtta leat avkin giellaoahpahusas ja giela seailluheamis. Valdoteoriijat dan barggus leat arbevirolaš mahttu, John Dewey pragmatisma ja sosiokultuvrralaš teoriija. Masterbargu lea čađahuvvon kvalitatiiva dutkanmetodain ja dan oktavuođas lean jearahallan guokte oahpaheaddji. Dutkanbohtosiid lean guorahallan teoriijaid ja oahppoplana ektui. Čiekŋalis oahppan ii leat ođđa fenomena. Dat lea aiggiid čađa leamaš guovddažis arbevirolaš bargguin ja oahppamis. Fagaođastusas deattuhuvvo čiekŋalis oahppan. Čiekŋalis oahppan lea proseassa mas oahppi mahtta fievrredit mahtu, maid lea oahppan, ođđa dilalašvuhtii. Dutkama vuođul sahtta lohkat ahte čiekŋalis oahppamis lea nana čanastat arbevirolaš mahttui ja samegiela nannemii ja seailluheapmai.

The topic for this master’s thesis is how teachers can work towards deep learning when teaching Sami language, how they prepare for teaching according to the national curriculum and according to deep education and how their understanding of deep learning is transported to teaching. By the research questions I research how teachers can ensure the possibility of deep learning happening in Sami language subject and Sami teaching at school. I examine how teachers understand deep learning and how they carry out teaching with the aim of achieving deep education. I also examine how traditional knowledge can be useful for language teaching and language preservation. The main theories in this work are traditional knowledge, John Dewey’s pragmatism and sociocultural theory. The master's thesis has been carried out on qualitative research methods and in that context, I have interviewed two teachers. I have examined the research results in accordance with the theories and the curriculum. Deep learning is not a new phenomenon. It has throughout the ages been at the center of traditional works and learning. Emphasis is placed on deep learning in the reform of the school curriculum. Deep learning is a process where the student can transfer and use the knowledge, he/she has learned in another context. One can say that deep learning has a strong connection to traditional knowledge and maintenance and preservation of the Sami language.