The key aim of this presentation is to focus on pedagogical problems which comprehensive schools teachers have experienced. Theoretically on the one hand, the topic of pedagogical (instructional) problems was captured by the concept of ’teaching-studying-learning processes’ (abbr. TSL). TSL deals with interaction which is an essential element of the pedagogical triangle of teacher-pupil-content. In the instructional process, practical knowledge is also needed to enable educational decisions on preferred or rejected behaviour of pupils. (#4) TSL is concerned with classroom management strategies, the organising of pupils’ learning, and effective communication techniques and teaching. These three are deeply related to teachers’ perceptions, interpretations and experiences of ”problems” in classroom practises. (#6)

On the other hand, teachers’ pedagogical thinking (TPT) refers to pedagogical decisions which are challenged while problematic situations (exceptions to pedagogical routines) occur. In pedagogical thinking, the interest focuses on knowing how these decisions are justified. TPT is based on the teacher’s pedagogical belief system and personal philosophy of teaching. (#3) Also ’tacit pedagogical knowing’ is useful: it is defined as a process in interactive teaching situations, which enables the teacher to find solutions to pedagogical problems and challenging situations which occur during the course of the lesson (#8).

In order to improve teachers’ ability to understand TSL processes and TPT, various support for reflection and professional development is required. According to previous research (e.g. #5, #7), challenging pupils with individually specialised needs or poor behaviour may cause teachers to consider pedagogical changes and new teaching-learning methods. Therefore, the concept of the ’problem pupil’ and ’special education’ may need to be redefined against the ideas of inclusive education (#2).

Based on the described broader theoretical framework, the main research questions were formulated as follows:

·         RQ1. What kinds of pedagogical problems teachers have faced?

·         RQ2. How they have solved the problems?

·         RQ3. How the problems were related to the class size?

·         RQ4. How the problems were related to teachers’ perceived need for professional support?

The results of the empirical data (explained later in this abstract) are discussed in the theoretical framework of TSL and TPT. It sheds broader light on the relationship of perceived (either single or complicated networks of) problems and teachers’ way to conceptualise their pedagogical tasks in encountering different pupils and their needs, and trying to manage with the challenging classroom situations. Differences between intentions and actual classroom behaviour are discussed.

Notes: #1. Atjonen, P., Halinen, I., Hämäläinen, S., Korkeakoski, E., Knubb-Manninen, G., Kupari, P., Mehtäläinen, J., Risku, A-M., Salonen, M. & Wikman, T. 2008. Tavoitteista vuorovaikutukseen. Perusopetuksen pedagogiikan arviointi. [From goals to interaction. Evaluation of pedagogy in Finnish basic education; in Finnish] Koulutuksen arviointineuvoston julkaisuja 30. #2Forlin, C., Loreman, T., Sharma, U. & Earle, C. 2009. Demographic differences in changing pre-service teachers' attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education 13 (2), 195-209 #3. Kansanen, P., Tirri, K., Meri, M., Krokfors, L., Husu, J, & Jyrhämä, R. 2000. Teachers' pedagogical thinking: Theoretical landscapes, practical challenges. New York: Peter Lang. http://www.questiaschool.com/read/110032909 #4. Kansanen, P. 2003. Studying – The realistic bridge between instruction and learning. An attempt to a conceptual whole of the teaching-studying-learning process. Educational Studies 29 (2–3), 221–232. #5. Lopes, J., Monteiro, I., Sii, V., Rutherford, R. & Quinn, M. 2004. Teachers' perceptions about teaching problem students in regular classrooms. Education and Treatment of Children 27 (4), 394–419. #6. Martzano, M. 2003. Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development. #7. Roberson, T. & Doebler, L. 2001. Problems of secondary student teachers as perceived by cooperating teacher and high school students. A follow-up study. Education 109 (4), 497–503. #8. Toom, A. 2006. Tacit pedagogical knowing: At the core of teacher's professionality. University of Helsinki. Faculty of Behavioural Sciences. Research Report 276.