Tarja Kröger
Senior Lecturer in Craft Pedagogy
University of Eastern Finland

Itä-Suomen yliopistossa
Soveltavan kasvatustieteen ja opettajankoulutuksen osasto Something in English    
    Opetusalueitani Olet
eksynyt tai löytänyt
Tarjan tilkkutäkille
matkan varrelta

Kröger, T. 1988: Esteettisyyttä, yksilöllisyyttä vai käytännöllisyyttä? Tutkimus peruskoulun tekstiilityön opettajien suhtautumisesta tekstiilisuunnittelua (vaatesuunnittelua) ohjaavia tekijöitä kohtaan. Kasvatustieteen pro gradu -tutkielma. Joensuun yliopisto. Tiivistelmä
Kröger, T. 1993: Tietokoneavusteisen suunnittelun käyttö ja funktiot peruskoulun tekstiilityössä. Tekstiilityön pro gradu -tutkielma. Joensuun yliopisto. Tiivistelmä
Kröger, T. 1995: Tietokoneen piirrosohjelma 12-vuotiaan työvälineenä visuaalisessa suunnittelussa. Tekstiilityön lisensiaatintutkimus. Joensuun yliopisto. Tiivistelmä Abstract
Kröger, T. 2003: Käsityön verkko-oppimateriaalien moninaisuus "Käspaikka" -verkkosivustossa.
Väitöskirja pdf-muodossa Tiivistelmä Dissertation/abstract

Moni- ja interkulttuurinen käsityö ja virtuaalinen käsityö


Tarja Kröger, Ph.D., was born in 1964 in Finland. Since 1996 she has been teaching at the University of Eastern Finland (University of Joensuu until 2010) as a senior lecturer in Craft Science. She has also taught at primary and secondary levels before coming to the university.

She has more than 20 years of teaching experience including hand and machine knitting, crocheting, nålebinding, knotting, netting, felting, weaving, project work, didactics in craft education, virtual craft, craft culture, multi- and intercultural craft, among others.

She completed her PhD research in 2003, majoring in Craft Science. “The diversity of Web Learning and Teaching Materials at the Website Virtual Craft Place” was the theme of the doctoral thesis. She has developed an interest in using virtual environments in craft education. She is an expert and an online producer of teaching and learning materials at Virtual Craft Place

She is also deeply committed to multi- and intercultural pedagogy and the development of culturally relevant instructional materials. Currently her main research interests focus on using craft as an instructional tool for multi- and intercultural education.

In 2010, she was nominated for the Textile Teacher of the Year award.

My Crafts

Craft is not just an occupation or a hobby for me but it is more like a way of living. Making, having and using hand-crafted products is a way to consume ecologically. Making crafts is also a way to express myself, to relax and to feel flow experiences.

People have various ideas about a meaning of crafts. Different people see various factors as meaningful for themselves. I differ at least four various ways of making crafts. First, craft is art-oriented acticity for me. Craft is like a channel through which I can express myself, ideas and feelings. Second, craft can be more like a design-oriented activity sometimes. This is a very goal-oriented activity; for example, designing and making a gift for a particular person is often a very design-oriented activity. Third, craft is often a skill-oriented activity. It means that I focus on a specific medium like basketry, book-binding, embroidery, leatherwork, knitting, crocheting, weaving, dyeing, fabric printing, lace, macrame, quilting... As you can see I love all types of crafts. Either I want to learn or train a skillful craft work or I just enjoy of making something with my hands. Fourth, sometimes I just get an idea or a design e.g. from a craft magazine, and I follow a ready model or instructions. In other words, I make a craft product copying someone else's idea or desing.

Futhermore I am interested in crafts as products or artefacts. They interest me as art objects, as design objects and as skillfully crafted things. Furthermore I see crafted products not just material things but also as cultural artefacts with signs and messages. I love to visit both museums with old skillfull crafts and exhibitions with avant-gardist art crafts.

I also love to help and coach friends and relatives with their crafts. Sometimes I organize workshops for them. I tend to remember good moments through crafts. For example, I remember a lovely weekend I had with my niece in 1998. First we made some pearl weaving and later we went to a concert of Kirka. I also remember a lovely Midsummer and Jani's name day when we decoreted a T-shirt for him. And then there was the day with Saara, Risto and Veera, with whom I made stone trolls. Well, I could go on forever but I'll stop here.

My Teaching Philosophy

I have always enjoyed teaching. With every day, I learn more about myself as an educator and strive accordingly to perfect my teaching style. I want to be flexible to keep up with the constant changes of educational technology, curriculum development, and student's interest.

I see learning in terms of belonging and participating in communities of practice. Learning is a dialectical process with other people, tools, and the physical world. Accordingly, students are invited to ask questions and learn from each other. The value of sharing ideas and information contributes to ongoing improvement in communication skills.

Additionally, in order to provide an opportunity for students to learn from each other, students are encouraged to take projects and minor subjects from other disciplines. Such an environment promotes an appreciation for other disciplines among students. Upon graduation these craft teacher students are able to co-operate with colleagues at school.

A lecturer's job involves much more than simply communicating one's own expertise to students. Rather, as a "learning manager", a lecturer orchestrates activities and responsibilities that encourage students to think for themselves, and generate new ideas and alternative solutions to a design problem. They are challenged to achieve their highest potential. I place high expectations on my students and help them adhere to deadlines and professional ethics. I provide feedback and explain criteria for evaluating projects and assignments.

Although I am pleased with my overall student support, a teacher, in my opinion, needs to be armed with a high level of patience to endure some instances of student reactions to necessary, but unpopular, decisions. This type of patience is also essential in assisting students with special needs, or those having difficulty with the subject matter.

Last but not least I want to support creativity. I think nearly all people can have great ideas but few can carry out those ideas. Passiveness is often due to a fear of failure. Hence I try to encourage students to develop and carry out their ideas.

© 2021 Tekijät ja Käsityö verkossa Ry opetus- ja kaupalliseen käyttöön vaaditaan lisenssi. Lue lisää!