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.

PDF Summary

Downloads

Download data is not yet available.

References

Airasian, P. W. (1994). Classroom assessment (2nd ed.). New York: McGraw-Hill.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. http://dx.doi.org/10.1037/0022-0663.84.3.261

Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. N. Mangieri & C. Collins Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 161–186). Fort Worth: Harcourt Brace.

Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston, M. Haber- man & J. P. Silkula (Eds.), Handbook of research on teacher education (pp. 291–310). New York: Macmillan.

Clark, C. M., & Yinger, R. J. (1987). Teacher planning. In D. C. Berliner & B. V. Rosenshine (Eds.), Talks to teachers (pp. 342–365). New York: Random House.

Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390–441). San Francisco: Jossey-Bass.

Eggen, P., & Kauchak, D. (2013). Educational psychology: Windows on classrooms (9th ed.). Boston: Pearson.

Eraut, M. (1995). Schön shock: A case for reframing reflection-in-action? Teachers and Teaching: Theory and Practice, 1(1), 9–22.

Gage, N. L., & Berliner, D. C. (1998). Educational psychology (6th ed.). Boston: Houghton Mifflin Co.

Gagné, R. M., & Driscoll, M. P. (1992). Õppimise olemus ja õpetamine. Tartu: Tartu Ülikool.

Gümnaasiumi riiklik õppekava (2011). Külastatud aadressil https://www.riigiteataja.ee/ akt/114012011002.

Husu, J., Toom, A., & Patrikainen, S. (2008). Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies. Reflective Practice: International and Multidisciplinary perspectives, 9(1), 37–51. http://dx.doi.org/10.1080/14623940701816642

Kansanen, P. (1981). The way thinking is: How do teachers think and decide? In E. Ko- mulainen & P. Kansanen (Eds.), Classroom analysis: Concepts, findings, applications. Research Bulletin, 56, 31–38. Helsinki: University of Helsinki.

Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart & Winston.

Krull, E. (2000). Pedagoogilise psühholoogia käsiraamat. Tartu: Tartu Ülikooli Kirjastus.

Krull, E., & Raudsepp, I. (2010). Perspectives for optimizing the school practicum for student teachers through a study of Dutch, Estonian and Finnish experiences. In J. Mikk, M. Veisson & P. Luik (Eds.), Teacher’s personality and professionalism (pp. 141–158). Frankfurt am Main: Peter Lang Publishers House.

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 qualitative 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

Põhikooli riiklik õppekava (2011). Külastatud aadressil https://www.riigiteataja.ee/akt/ 120092011009.

Schepens, A., Aelterman, A., & van Keer, H. (2007). Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions. 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.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Weinstein, C., & Mignano, A, Jr. (1993). Elementary classroom management: Lessons from research and practice. New York: McGraw-Hill.

Yinger, R. J. (1980). A study of teacher planning. The Elementary School Journal, 80(3), 107– 127. http://dx.doi.org/10.1086/461181

Yinger, R. J., & Hendricks-Lee, M. S. (1998). Teacher planning, Approaches to. In T. Husén, T. N. Postlethwaite, B. R. Clark & G. Neave (Eds.), Education: The complete encyclopedia on CD-ROM: Elsevier Science Ltd.

Downloads

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

Issue

Vol. 1 (2013)

Section

Articles

License

The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:

  1. This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
  2. Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
  3. 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.
  4. 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).