Preschool teachers’ and Early Years Teacher curriculum student teachers’ assessments of content, pedagogy and technology knowledge and integration of this knowledge

Authors

  • Piret Luik
  • Merle Taimalu

DOI:

https://doi.org/10.12697/eha.2018.6.1.06

Keywords:

preschool teachers, student teachers, comparative study, technological pedagogical content knowledge (TPACK)

Abstract

Digitehnoloogia on kujunenud hariduse osaks alates lasteaiast ning ka kutsestandardis on koolieelse lasteasutuse õpetaja läbiva pädevusena sätestatud digipädevus. Paljud lasteaiaõpetajad on aga õppinud ajal, mil digitehnoloogia polnud veel õppekavas. Artikli eesmärk on selgitada ja võrrelda lasteaiaõpetajate ning kooli eelse lasteasutuse õpetajaks õppivate üliõpilaste hinnanguid oma aine-, pedagoogika- ja tehnoloogiateadmistele TPACKi raamistikust lähtudes. Andmeid koguti 2014.–2015. aastal Eesti kontekstis valideeritud ankeedi abil 62-lt Tartu Ülikooli koolieelse lasteasutuse õpetaja õppekava üliõpilaselt ja 136-lt Tartu lasteaia õpetajalt. Tulemused näitavad, et kui pedagoogika- ja aineteadmisi hindavad lasteaiaõpetajad kõrgemalt kui üliõpilased, siis tehnoloogia integreerimise teadmistes puudub uuritavate rühmade vahel oluline erinevus. Seega tuleks pöörata enam tähelepanu juba töötavate lasteaiaõpetajate täienduskoolitustele.

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Published

2018-05-01

How to Cite

Luik, P., & Taimalu, M. (2018). Preschool teachers’ and Early Years Teacher curriculum student teachers’ assessments of content, pedagogy and technology knowledge and integration of this knowledge. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 6(1), 136–156. https://doi.org/10.12697/eha.2018.6.1.06

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