Modelling instructional planning skills and developing a questionnaire for their investigation

Authors

  • Ingrid Koni
  • Edgar Krull

DOI:

https://doi.org/10.12697/eha.2013.1.04

Keywords:

instructional planning, modelling of instructional planning, teacher education, beginning and expert teachers

Abstract

Eduka õpetajatöö üks olulisi eeldusi on õppetöö planeerimise oskus, mille jaoks on vajalikud nii teoreetilised kui ka praktilised teadmised. Paraku on õppetöö planeerimise uurimine osutunud teadlastele üsna keeruliseks ülesandeks. Ühelt poolt on selle põhjus planeerimise kui protsessi enda keerulisus, teisalt aga tõdemus, et kõike pole võimalik planeerida. Uurimuse eesmärk oli luua usaldusväärne küsimustik õpetajate planeerimisoskuste uurimiseks. Teoreetilise mudeli loomisel tugineti formaalse teadmisena Gage’i ja Berlineri (1998) õpetamise põhiülesannete mudelile ning õpetaja mõtlemisprotsesside avaldumisele kolmes õppetöö etapis (Eggen & Kauchak, 2013). Selle tulemusena koosneb küsimustik viiest suuremast teemavaldkonnast, milleks on eesmärkide määratlemine, õpilaste/klassi eripära arvestamine, õppimise ja motivatsiooni mõistmine ning saadud teadmiste rakendamine, õppemeetodite väljavalimine ja rakendamine ning õpitulemuste hindamine. Iga valdkonna küsimused on püstitatud mudeli alusel ja esitatud Likert-tüüpi viiepallilistel skaaladel.

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Published

2013-11-01

How to Cite

Koni, I., & Krull, E. (2013). Modelling instructional planning skills and developing a questionnaire for their investigation. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 1, 46–71. https://doi.org/10.12697/eha.2013.1.04

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Articles