Teachers’ Practical Knowledge in Novice and Experienced Teachers’ Comments on Classroom Interactions
DOI:
https://doi.org/10.12697/eha.2013.1.03Keywords:
professional development, novice teachers, experienced teachers, practical knowledge, video recording, lesson analysis, stimulated recallAbstract
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.
SummaryDownloads
References
Anderson, L., Evertson, C., & Brophy, J. (1979). An experimental study of effective teaching in first-grade reading groups. Elementary School Journal, 79(4), 193–223. http://dx.doi.org/10.1086/461151
Berliner, D. C. (2004). Expert teachers: Their characteristics, development and accomp- lishments. Retrived from http://www.sportscoachuk.org/sites/default/files/Berliner-%282004%29-Expert-Teachers.pdf.
Bloom, B. S. (1953). Thought processes in lectures and discussions. Journal of General Education, 7, 160–169.
Calderhead, J. (1981). Stimulated recall: A method for research on teaching. British Journal of Educational Psychology, 51(2), 211–217. http://dx.doi.org/10.1111/j.2044-8279.1981.tb02474.x
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). New York: Macmillan.
Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston,
M. Haberman & J. P. Silkula, Handbook of research on teacher education (pp. 291– 310). New York: Macmillan.
Clark, C. M., & Peterson, P. L. (1981). Stimulated recall. In B. R. Joyce, C. C. Brown &
L. Peck (Eds.), Flexibility in teaching: An excursion into the nature of teaching and training (pp. 256–261). New York: Longman.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 291–310). New York: Macmillan. Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nichols Publishing Company.
Eraut, M. (2008). Developing professional knowledge and competence. New York: Rout- ledge Falmer, Taylor & Francis Group.
Fenstermacher, G. D. (1994). The knower and known: The nature of knowledge in research on teaching. Review of Research on Teaching, 20, 3–56.
Flick, U. (2006). An introduction to qualitative research (3rd ed.). London: Sage Publications.
Halter, C. P. (2006). The reflective lens: The effects of video analysis on preservice teacher development. (Doctoral dissertation). University of California, San Diego.
Hodgson, V. (2008). Stimulated recall. In R. Thorpe & R. Holt (Eds.), The SAGE dic- tionary of qualitative management research. Retrived from http://srmo.sagepub.com/view/the-sage-dictionary-of-qualitative-management-research/n2.xml.
Hulshof, H., & Verloop, N. (2002). The use ofanalogies in language teaching: Representing the content of teachers’ practical knowledge. Journal of Curriculum Studies, 34(1), 77–90. http://dx.doi.org/10.1080/00220270110037177
Jokinen, P., & Pelkonen, M. (1996). Virikkeitä antava haastattelu – menetelmä käsitysten, kokemusten ja ajattelun tutkimiseen hoitotieteessä. Hoitotiede, 8(3), 134–141.
Krull, E. (2010). Õpetajakoolituse praktika optimeerimise võimalusi toetudes Eesti, Hollandi ja Soome kogemustele. V-R. Ruus & E-S. Sarv (koost.), Õpetaja esmahari- dus. Olukord ja probleemid 21. sajandi algul (lk 101–120). Tallinn: Tallinna Ülikool.
Krull, E., Oras, K., & Sisask, S. (2007). Differences in teachers’ comments on class- room events as indicators of their professional development. Teaching and Teacher Education, 23(7), 1038–1050. http://dx.doi.org/10.1016/j.tate.2006.02.001
Laherand, M-L. (2008). Kvalitatiivne uurimisviis. Tallinn: OÜ Infotrükk.
Leshem, S. (2008). Novices and veterans journeying into real world teaching: How a veteran learns from novices. Teaching and Teacher Education, 24(1), 204–215. http://dx.doi.org/10.1016/j.tate.2006.07.010
Meijer, P. C. (1999). Teachers’ practical knowledge. Teaching reading comprehension in secondary education. (Doctoral dissertation). Leiden University, Leiden.
Meijer, P. C. (2011). Teachers’ practical knowledge as part of teacher education. Lecture in University of Tartu on the 5th of October. Unpublished raw data.
Meijer, P. C., Verloop, N., & Beijaard, D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and Teacher Education, 15(1), 59–84. http://dx.doi.org/10.1016/S0742-051X(98)00045-6
Meijer, P. C., Verloop, N., & Beijaard, D. (2002). Multi-method triangulation in a qualita- tive study on teachers’ practical knowledge: An attempt to increase internal validity. Quality and Quantity, 36(2), 145–167. http://dx.doi.org/10.1023/A:1014984232147
Meijer, P. C., Zanting, A., & Verloop, N. (2002). How can student teachers’ elicit experi- enced teachers’ practical knowledge? Tools, suggestions and significance. Journal of Teacher Education, 53(5), 406–419. http://dx.doi.org/10.1177/002248702237395
Poom-Valickis, K. (2008). Algajate õpetajate professionaalne areng kutseaastal. Analüü- tiline ülevaade. (Dissertatsioon). Tallinna Ülikool, Tallinn.
Rowe, V. C. (2009). Using video-stimulated recall as a basis for interviews: Some experi- ences from the field. Music Education Research, 11(4), 425–437. http://dx.doi.org/10.1080/14613800903390766
Sato, M., Akita, K., & Iwakawa, N. (1993). Practical thinking styles of teachers: A com- parative study of expert and novice thought processes and its implications for re- thinking teacher education in Japan. Peabody Journal of Education, 68(4), 100–110. http://dx.doi.org/10.1080/01619569309538745
Schepens, A., Aelterman, A., & van Keer, H. (2007). Studying learning processes of stu- dent teachers with stimulated recall interviews through changes in interactive cogni- tions. Teaching and Teacher Education, 23(4), 457–472. http://dx.doi.org/10.1016/j.tate.2006.12.014
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Edu-
cational Researcher, 15(2), 4–14. http://dx.doi.org/10.3102/0013189X015002004 Sugrue, C., & Day, C. (Eds.) (2002). Developing teachers and teaching practice. London: Routledge/Falmer.
Van der Schaaf, M. F. (2005). Construct validation of teacher portfolio assessment. Procedures for improving teacher competence assessment illustrated by teaching stu- dents research skills. (Doctoral dissertation). Utrecht University, Utrecht.
Van Driel, J., Verloop, N., & Vos, W. de (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695. http://dx.doi.org/c7d4ct
Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. Houston (Ed.), Handbook of research on teacher education (pp. 329–348). New York: Macmillan.
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
