Algajate ja kogenud õpetajate praktilise teadmise avaldumine tunnisündmuste kommenteerimisel stimuleeritud meenutuse meetodil

Anne Okas, Marieke van der Schaaf, Edgar Krull

Abstract


Artiklis tutvustatav uurimus on osa mahukamast õpetaja professionaalset arengut käsitlevast uurimistööst, mille eesmärk on analüüsida algajate ja kogenud õpetajate praktilist teadmist tunnitöö korraldamisel. Viimastel aastakümnetel on õpetamistegevuse videolindistamist üha sagedamini kasutatud õpetajatöö uurimise meetodina. Õppetundide videolindistuste abil saab pärast tundi analüüsida, milline oli töökorraldus klassis, kuidas laabus koostöö õpetaja ja õpilaste vahel ehk milline oli õpetajapoolne juhendamine ning milline õpilaste tegevus tunnis. Tunnivideo võimaldab dokumenteerida tunnis toimunut ja on seeläbi abiks õpetaja professionaalse arengu toetamisel ning õpetamise kvaliteedi parandamisel.

Uuringus osales kümme algajat ja kümme kogenud õpetajat, kes panid kokku oma professionaalse arengu mapi – portfoolio, mille üks komponente on tunnivideo. Artikli aluseks oleva materjali kogumine hõlmas kaht etappi: valimisse arvatud õpetajate tundide videolindistamist ning õpetajapoolset tundide kommenteerimist stimuleeritud meenutuse meetodil. Õpetamistegevuse käsitlemise teoreetiliseks lähtekohaks käesolevas uurimuses on õpetaja praktilise teadmise kontseptsioon.

Kvalitatiivse sisuanalüüsi tulemused näitavad, et kogenud õpetajate kommentaarides ilmnev praktiline teadmine on terviklikum ning see käsitleb õpetamist kui õppija arendamist. Algajad õpetajad, tundes küll teooriat, keskenduvad eelkõige oma aine õpetamisele.

Summary


Keywords


professionaalne areng, algajad õpetajad, kogenud õpetajad, praktiline teadmine, tunnivideo, tunnianalüüs, stimuleeritud meenutus

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References


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DOI: https://doi.org/10.12697/eha.2013.1.03

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