Koolieelse lasteasutuse õpetajate kui õppekava arendajate kogemused, ootused ja hinnangud

Aino Ugaste, Maire Tuul, Rain Mikser, Evelyn Neudorf, Maria Jürimäe

Abstract


Üha enam riike kehtestab alus- ja üldharidusastmes riiklikke õppekavu. Samas suureneb tähelepanu õpetaja omanikutundele õppekava suhtes ning õpetaja kaasamisele õppekava arendamisse, kuna mõistetakse, et need on riikliku õppekava eduka rakendamise eeltingimused. Seega on õpetaja tegevus õppekava arendamisel oluline uurimisteema. Uurimuse eesmärk on selgitada, millised on Eesti lasteaiaõpetajate kogemused koolieelse lasteasutuse õppekava koostamisel ja nende ootused seoses õppekava arendamise protsessiga ning milliseks nad hindavad õppekava koostamise protsessi mõju oma professionaalsele arengule ja demokraatliku professionalismi süvenemisele. 32 lasteaiaõpetajaga tehtud poolstruktureeritud intervjuudest selgus, et õpetajate hinnangul aitas lasteaia õppekava koostamise protsessis osalemine kaasa õppekava olemuse mõistmisele, suurendas motivatsiooni osaleda õppekavaarenduses ning toetas õpetaja üldist professionaalset arengut. Viimase olulisimaks osaks oli koostöövõime ehk demokraatliku professionalismi lisandumine. Uurimistulemused kinnitavad, et senine riiklik õppekavapoliitiline kurss on alushariduse puhul põhjendatud, ent õpetaja ootused viitavad vajadusele õppekava arendamise protsessi täiustada.

 Summary


Keywords


alusharidus, õppekavaarendus, õpetaja omanikutunne õppekava suhtes, õpetaja professionalism

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References


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DOI: https://doi.org/10.12697/eha.2016.4.1.04

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