The perception of issues related to instructional planning among novice and experienced teachers
Date
2017-10-17
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Abstract
Õppetöö planeerimisoskus on õpetaja professionaalsuse üks kesksemaid avaldusi. See oskus määrab suures osas õpetamise kvaliteedi ja mõjutab seeläbi õpilaste õppimist. Seetõttu peaks nii õppetundide kui pikaajalise õppetöö planeerimise oskuse omandamine olema õpetajakoolituse esmatähtsusega ülesanne. Oma iseloomult on planeerimisoskus kui nähtus intuitiivne ja praktilisest kogemusest sõltuv, mistõttu selle uurimine on pälvinud vähe teadlaste tähelepanu ja usaldusväärsema teadmise puudumine valdkonnast raskendanud selle olulise oskuse sihipärast kujundamist õpetajakoolituses.
Doktoritöö eesmärgiks oli selgitada välja õpetajate planeerimisalast mõtlemist iseloomustavad põhijooned ja algajate ja kogenud õpetajate mõtlemise erinevused õppetöö planeerimisel. Uurimistöö tulemustest lähtuvalt saaks teadlikumalt toetada algajatel õpetajatel planeerimisoskuse omandamist õpetajakoolituses. Eesmärgi saavutamiseks loodi mudel õpetajate potentsiaalsest mõtlemisest õppetöö planeerimisel, toetudes varasematele uuringutele valdkonnast. Mudeli põhjal töötati välja küsimustik algajate ja kogenud õpetajate mõtlemise erinevuste väljaselgitamiseks õppetöö planeerimisel.
Küsitluse tulemustest selgus, et algajate ja kogenud õpetajate mõtlemises õppetöö planeerimisest on olulisi erinevusi. Osutus, et algajad õpetajad peavad kogenud õpetajatest olulisemaks formaalsete eesmärkide saavutamist nagu saavutada õppekavas olevad eesmärgid ja õpetada selgeks vastav materjal. Lisaks peeti oluliseks, et koolijuht oleks nende tööga rahul. Kogenud õpetajad seevastu aga tajusid selgemalt klassis aset leidvaid sündmusi, mis võivad takistada püstitatud eesmärkide saavutamist. Uurimustulemustest lähtudes tuleks ülikooli õpingutesse põimida enam ülesandeid ja tegevusi, mis aitavad tajuda planeerimise eripära ja õpetamise sõltuvust konkreetsest olukorrast. Lisaks võiks õpingute osana pakkuda võimalusi algajatel ja kogenud õpetajatel ühiseks tundide planeerimiseks, mis omakorda aitaks kogenud õpetajate planeerimisalast teadmist reljeefsemalt esile tuua.
Instructional planning is an essential component of teaching. When appropriately implemented it makes teaching more effective and, thus, promotes student learning. Therefore, acquisition of instructional planning skills should be the first priority in teacher education programmes. However, due to a very intuitive and experience-dependent character of planning, this field of study has been challenging for researchers. In addition, lack of reliable knowledge in this field, in its turn, undermines systematic preparation of the novice teachers for coping with issues of instructional planning. This dissertation is aimed at finding ways for a more knowledgeable and systematic promoting instructional planning skills among student by discovering differences in the way novice and experienced teachers think in relation to instructional planning, and drawing conclusions from the findings. To this end, a model how teachers potentially think about instructional planning was created by learning former research in the field. On the basis of this model, a questionnaire for uncovering differences in teachers’ thinking about instructional planning was developed. The inquiry of teachers revealed that there are differences in the novice and experienced teachers thinking about issues of instructional planning. The results of the study revealed that novice teachers appreciated more achieving immediate, rather formal objectives stated in the curricula and to teach the material on the topic than experienced teachers did. In addition, novice teachers perceived important to please the principal. Experienced teacher, on the other hand, perceived more harming unexpected events that may interfere with planned learning activities and might affect the achievement of stated objectives. In conclusion, this study corroborated that there are differences in how novice and experienced teachers think related to issues of instructional planning. In order to support novices’ instructional planning skills, teacher educations studies should incorporate assignments and activities that help to perceive the essence of instructional planning and its context dependency. Furthermore, student teachers should have more opportunities for joint planning with experienced teachers to uncover their tacit knowledge and, thus, to expand novices’ knowledge base about instructional planning
Instructional planning is an essential component of teaching. When appropriately implemented it makes teaching more effective and, thus, promotes student learning. Therefore, acquisition of instructional planning skills should be the first priority in teacher education programmes. However, due to a very intuitive and experience-dependent character of planning, this field of study has been challenging for researchers. In addition, lack of reliable knowledge in this field, in its turn, undermines systematic preparation of the novice teachers for coping with issues of instructional planning. This dissertation is aimed at finding ways for a more knowledgeable and systematic promoting instructional planning skills among student by discovering differences in the way novice and experienced teachers think in relation to instructional planning, and drawing conclusions from the findings. To this end, a model how teachers potentially think about instructional planning was created by learning former research in the field. On the basis of this model, a questionnaire for uncovering differences in teachers’ thinking about instructional planning was developed. The inquiry of teachers revealed that there are differences in the novice and experienced teachers thinking about issues of instructional planning. The results of the study revealed that novice teachers appreciated more achieving immediate, rather formal objectives stated in the curricula and to teach the material on the topic than experienced teachers did. In addition, novice teachers perceived important to please the principal. Experienced teacher, on the other hand, perceived more harming unexpected events that may interfere with planned learning activities and might affect the achievement of stated objectives. In conclusion, this study corroborated that there are differences in how novice and experienced teachers think related to issues of instructional planning. In order to support novices’ instructional planning skills, teacher educations studies should incorporate assignments and activities that help to perceive the essence of instructional planning and its context dependency. Furthermore, student teachers should have more opportunities for joint planning with experienced teachers to uncover their tacit knowledge and, thus, to expand novices’ knowledge base about instructional planning
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Keywords
õpetajad, õpetamine, planeerimine, teachers, teaching, planning