Novice and experienced teachers’ practical knowledge in planning, delivery and reflection phases of teaching
Date
2016-11-21
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Abstract
Doktoritöö eesmärgiks on rakendada õpetajate praktilise teadmise kontseptsiooni kategooriaid algajate ja kogenud õpetajate professionaalsuse iseloomustamiseks õpetajatöö kolmes põhifaasis ning võrrelda õpetajate professionaalsuse avaldusi nende õpilaste hinnangutega. Uurimuse teoreetiliseks aluseks on õpetaja professionaalsus selle erinevates dimensioonides, professionaalse arengu erinevad mudelid ning Meijeri (1999) õpetajate praktilise teadmise kontseptsioon.
Uuringus osales 10 algajat ja 10 kogenud põhikooli õpetajat ja nende 314 õpilast. Andmekogumiseks rakendati õpetajate intervjueerimist, õppetunni videolindistamist ja reflekteerivate esseede kirjutamist ning õpilaste anketeerimist nende õpetajate õpetamistegevuse kohta. Intervjuude ja esseede analüüsiks kasutati kvalitatiivset sisuanalüüsi ja ankeedivastuste töötlemiseks statistilist analüüsi. Õpetajate mõtteavalduste ja õpilaste hinnangute kõrvutamiseks kasutati kombineeritud metoodikat.
Uurimusest selgus, et nii kogenud kui algajate õpetajate mõtteavaldused on jaotatavad 6 teadmise ja veendumuste ning 10 kognitiivsete interaktsioonide kategooriaks. Kõigi kategoriseeritud mõtteavalduste osas ilmnesid kvalitatiivsed erinevused töökogemuse järgi. Kogenud õpetajad olid enam orienteeritud õpilaste õppimisele ning õpitust arusaamise toetamisele. Algajad õpetajad keskendusid pigem aine sisu edasiandmisele. Õpetajate mõtteavalduste triangulatsioon õpilaste anketeerimistulemustega kinnitas kooskõla õpilaste hinnangute ja õpetajate endi mõtteavalduste vahel. Uurimusest järeldub, et õpetajate mõtteavalduste põhjal, mis on väljendatud praktilise teadmise kategooriates õppetöö planeerimise, läbiviimise ja reflekteerimise faaside kohta, saab iseloomustada erinevusi algajate ja kogenud õpetajate professionaalsetes oskustes. See pakub uusi võimalusi hindamiseeskirjade konstrueerimiseks õpetajakoolituse üliõpilaste arengumappide hindamisel pedagoogilisel praktikal.
This study aims at investigating novice and experienced teachers’ professionalism in terms of teachers’ practical knowledge in three main phases of teaching and comparing teachers’ thoughts with their students’ perceptions. Theoretically, the study is based on the notion of professionalism in teaching, models of teachers’ professional development and Meijer’s (1999) concept of teachers’ practical knowledge. Ten novice and 10 experienced teachers and their 314 students participated in the study. The research design of the study represents a mixed methods approach. Qualitative content analysis was used to analyze teachers’ interviews and reflective writings, statistical analysis to analyze students’ perceptions on their teachers’ behavior. Triangulation was used to compare the students’ perceptions with teachers’ own understandings from the teachers’ reflective writings and interviews. The study revealed that experienced and novice teachers’ explicated thoughts can be categorized into 6 categories of knowledge and beliefs and 10 categories of cognitive interactions of teachers’ practical knowledge. Novice and experienced teachers turned out to differ in their practical knowledge. For example, while planning a lesson, novices were focused on the content of the subject, while experienced teachers paid more attention to students’ learning and their ability to understand learned material. A satisfactory coherence was uncovered between teachers’ explicated thoughts with the results of students’ inquiry by comparing these two sets of data. The study proves that teachers’ explicated thoughts (pertaining to phases of planning, delivery and reflection teaching) when expressed in categories of teachers’ practical knowledge can serve as tools for characterizing differences in professional skills of the beginning and experienced teachers. This finding enables new perspectives for constructing rubrics for student teachers’ portfolio-based assessment in their practice.
This study aims at investigating novice and experienced teachers’ professionalism in terms of teachers’ practical knowledge in three main phases of teaching and comparing teachers’ thoughts with their students’ perceptions. Theoretically, the study is based on the notion of professionalism in teaching, models of teachers’ professional development and Meijer’s (1999) concept of teachers’ practical knowledge. Ten novice and 10 experienced teachers and their 314 students participated in the study. The research design of the study represents a mixed methods approach. Qualitative content analysis was used to analyze teachers’ interviews and reflective writings, statistical analysis to analyze students’ perceptions on their teachers’ behavior. Triangulation was used to compare the students’ perceptions with teachers’ own understandings from the teachers’ reflective writings and interviews. The study revealed that experienced and novice teachers’ explicated thoughts can be categorized into 6 categories of knowledge and beliefs and 10 categories of cognitive interactions of teachers’ practical knowledge. Novice and experienced teachers turned out to differ in their practical knowledge. For example, while planning a lesson, novices were focused on the content of the subject, while experienced teachers paid more attention to students’ learning and their ability to understand learned material. A satisfactory coherence was uncovered between teachers’ explicated thoughts with the results of students’ inquiry by comparing these two sets of data. The study proves that teachers’ explicated thoughts (pertaining to phases of planning, delivery and reflection teaching) when expressed in categories of teachers’ practical knowledge can serve as tools for characterizing differences in professional skills of the beginning and experienced teachers. This finding enables new perspectives for constructing rubrics for student teachers’ portfolio-based assessment in their practice.
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