Principles and goals that determine the choice of Estonian language and mathematics learning materials as reported by pre-school and primary school teachers
DOI:
https://doi.org/10.12697/eha.2020.8.2.07Keywords:
learning material, pre-school and primary teachers, principles and goals of learning materialsAbstract
Kvaliteetne õppevara on abivahend, mis on õpetajale toeks laste arengu eesmärgipärasel suunamisel. Uurimuse eesmärk oli välja selgitada, millisena hindavad Eesti lasteaia- ja klassiõpetajad oma võimalusi otsustada eesti keele ja matemaatika õppevara valiku üle, millistest põhimõtetest nad lähtuvad ja milliste eesmärkide täitmist õppevara puhul oluliseks peavad. Erinevuste väljaselgitamiseks lasteaia- ja klassiõpetajate hinnangute vahel küsitleti 64 lasteaiaõpetajat ja 47 klassiõpetajat, kasutades valikvastuste ja avatud küsimustega ankeeti. Õppevara valiku põhimõtteid analüüsides eristus neli peakategooriat: vastavus õppekavale, sisu ja ülesannete mitmekesisus, sisu ja ülesannete selgus ja arusaadavus, välised tegurid. Õppevara eesmärkidest tõid õpetajad kõige sagedamini välja, et heal tasemel õppevara peaks toetama laste kognitiivsete oskuste kujundamist. Samuti selgus, et võrreldes klassiõpetajatega saavad lasteaiaõpetajad rohkem ise otsustada, millist õppevara eesti keele või matemaatika õpetamisel kasutada. Teadvustades, millistest põhimõtetest õppevara valikul lähtuda ja milliseid eesmärke heal tasemel õppevara täidab, saab õpetaja teha otsuseid, mis toetavad mitmekülgselt lapse arengut.
SummaryDownloads
References
Ahtola, A., Silinskas, G., Poikonen, P. L., Kontoniemi, M., Niemi, P., & Nurmi, J. E. (2011). Transition to formal schooling: Do transition practices matter for academic performance?. Early Childhood Research Quarterly, 26(3), 295–302. https://doi.org/10.1016/j.ecresq.2010.12.002
Aunio, P., & Niemivirta, M. (2010). Predicting children's mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20(5), 427–435. https://doi.org/10.1016/j.lindif.2010.06.003
Babic, D. P., & Baucal, A. (2011). The big improvement in PISA 2009 reading achievements in Serbia: Improvement of the quality of education or something else? CEPS Journal: Center for Educational Policy Studies Journal, 1(3), 53–74.
Bartan, M. (2018). Determination of Preschool Teachers' Preference Reasons for Children's Books Used by Them in Their Classes. World Journal of Education, 8(6), 187–195. https://doi.org/10.5430/wje.v8n6p187
Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade?. AERA Open, 2(1). https://doi.org/10.1177/2332858415616358
Bazeley, P. (2013). Qualitative data analysis: Practical strategies. Sage.
Birhan, W. (2018). Analysis of preschool curriculum in East Gojjam Zone: Implication to quality early childhood education. Educational Research and Reviews, 13(14), 557–563. https://doi.org/10.5897/ERR2018.3577
Braga Garcia, T. M. F. (2014). Criteria Used by Teachers in Brazilian Public Elementary Schools in the Process of Textbook Selection. Orbis Scholae, 8(2), 9–22. https://doi.org/10.14712/23363177.2015.63
Bryce, D., Whitebread, D., & Szűcs, D. (2015). The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children. Metacognition and Learning, 10(2), 181–198. https://doi.org/10.1007/s11409-014-9120-4
Chou, J. (2003). Criteria for selecting quality environmental education teaching materials in Taiwan. Applied Environmental Education and Communication: An International Journal, 2(3), 161–168. https://doi.org/10.1080/15330150390218289
Czeglédy, I., & Kovács, A. (2008). How to Choose a Textbook on Mathematics?. Acta Didactica Napocensia, 1(2), 16–30.
Erss, M., Kalmus, V., & Autio, T. H. (2016). ‘Walking a fine line': Teachers' perception of curricular autonomy in Estonia, Finland and Germany. Journal of Curriculum Studies, 48(5), 589–609. https://doi.org/10.1080/00220272.2016.1167960
Fahyuan, D. T., Atmazaki, A., & Ermanto, E. (2018, December). The Development of CTL Based Reading Description Text Learning Material. In International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press.
Geisinger, K. F. (2016). 21st century skills: What are they and how do we assess them?. Applied Measurement in Education, 29(4), 245–249. https://doi.org/10.1080/08957347.2016.1209207
Griffith, P. L., & Ruan, J. (2005). What is metacognition and what should be its role in literacy instruction? In Susan E. Israel, Cathy C. Block, Kathry. L. Bauserman, & Kathryn Kinnucan-Welsch (Eds.), Metacognition in Literacy Learning. Theory, Assessment, Instruction, and Professional Development (pp. 25–40). London: Lawrence Erlbaum Associates.
Gustafsson, K., & Mellgren, E. (2002). Using text in pre-school: A learning environment. Early Child Development and Care, 172(6), 603–624. https://doi.org/10.1080/03004430215103
Gürkaynak, E. (2015). A textbook adaptation using data gathered by a multiple intelligence inventory. Procedia-Social and Behavioral Sciences, 199, 285–292. https://doi.org/10.1016/j.sbspro.2015.07.518
Hansen, T. I., & Gissel, S. T. (2017). Quality of learning materials. IARTEM e-Journal, 9(1), 122-141. https://doi.org/10.21344/iartem.v9i1.601
Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136. https://doi.org/10.3102/00346543066002099
Ho, H. F., & Hsu, Y. T. (2011). Improving the Textbook Adoption Process in Taiwan. International Education Studies, 4(4), 92–98. https://doi.org/10.5539/ies.v4n4p92
Howard, J., & Major, J. (2004). Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 12(10), 50–58.
HTM (s.a.). Õpikäsitus. Külastatud aadressil https://www.hm.ee/et/opikasitus
Kırkgöz, Y. (2009). Evaluating the English textbooks for young learners of English at Turkish primary education. Procedia-Social and Behavioral Sciences, 1(1), 79–83. https://doi.org/10.1016/j.sbspro.2009.01.016
Koolieelse lasteasutuse riiklik õppekava (2008). Riigi Teataja I, 2008, 23, 152. Külastatud aadressil https://www.riigiteataja.ee/akt/13351772
Kukk, A. (2010). Õppekava eesmärkide saavutamine üleminekul lasteasutusest kooli ning I kooliastmes õpetajate hinnanguil. Doktoritöö. Tallinna Ülikool.
Kulderknup, E. (2009). Saateks. E. Kulderknup (toim), Õppe- ja kasvatustegevuse valdkonnad (lk 5). Tallinn: Kirjastus Studium.
Kutsestandard (2020). Õpetaja, tase 6 ja tase 7. Külastatud aadressil https://www.kutseregister.ee
Kärbla, T., Uibu, K., & Männamaa, M. (2017). Eesti keele riiklike tasemetööde tekstimõistmisülesannete analüüs. Eesti Rakenduslingvistika Ühingu aastaraamat, 13, 73-87. https://doi.org/10.5128/ERYa13.05
Käsper, M., Uibu, K., & Mikk, J. (2018). Language Teaching Strategies' Impact on Third-Grade Students' Reading Outcomes and Reading Interest. International Electronic Journal of Elementary Education, 10 (5), 601−610. https://doi.org/10.26822/iejee.2018541309
Lalau, E. (2014). Teachers', Pupils', and Parents' Opinions on Primary Textbooks: Their Selection, Quality and Use. Acta Didactica Napocensia, 7(3), 59–71.
Lebeda, I. L., Mijoc, J., & Tomašević, N. (2018). Critical examination of the IEET measurement instrument for the assessment of textbook quality. Ekonomski vjesnik/Econviews-Review of Contemporary Business, Entrepreneurship and Economic Issues, 31(2), 275–286.
Leppänen, U. (2006). Development of literacy in kindergarten and primary school (No. 289). Jyväskylän yliopisto.
Littlejohn, A. (2011). The analysis of language teaching materials: Inside the Trojan Horse. In B. Tomlinson, Materials Development in Language Teaching. (2nd edn). Cambridge University Press.
Lopera Medina, S. (2015). The design process of a reading comprehension manual. Colombian Applied Linguistics Journal, 17(1), 130–141. https://doi.org/10.14483/udistrital.jour.calj.2015.1.a09
Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226–232. https://doi.org/10.1207/s15430421tip4104_4
Miekley, J. (2005). ESL textbook evaluation checklist. The Reading Matrix, 5(2).
Mikk, J. (2000). Textbook: Research and Writing. Baltische Studien zur Erziehungs und Sozialwissenschaft, Band 3 (Baltic Studies for Education and Social Sciences, Volume 3). Peter Lang Publishing.
Nemati, A. (2009). Evaluation of an ESL English course book: A step towards systematic vocabulary evaluation. Journal of Social Sciences, 20(2), 91–99. https://doi.org/10.1080/09718923.2009.11892726
Neudorf, E., Ugaste, A., Tuul, M., & Mikser, R. (2017). Lasteaiaõpetajate uskumused seoses laste üldoskuste arendamisega riikliku õppekava alusel: lisaseletus lasteaia koolistumise põhjustele. Eesti Haridusteaduste Ajakiri, 5(2), 54–79. https://doi.org/10.12697/eha.2017.5.2.03
Niikko, A., & Ugaste, A. (2012). Conceptions of Finnish and Estonian pre-school teachers' goals in their pedagogical work. Scandinavian Journal of Educational Research, 56(5), 481–495. https://doi.org/10.1080/00313831.2011.599424
Nugin, K. (2018). Keel ja kõne. K. Nugin, T. Õun (koost), Õppe- ja kasvatustegevus lasteaias (lk 211–226). Atlex Kirjastus.
Onyango, W. P. (2014). Effects of Teaching and Learning Resources on preschool learners Transition to class one; A case study of rachuonyo South Subcounty. Journal of Education and Practice, 5(34).
Palu, A. (2008). Matemaatika. E. Kikas (toim), Õppimine ja õpetamine koolieelses eas (lk 322–333). Tartu: Tartu Ülikooli Kirjastus.
Peterson, T., Tuul, M., & Veisson, M. (2013). Koolieelse lasteasutuse õpetaja professionaalsus. E. Krull, Ä. Leijen, M. Lepik, J. Mikk, L. Talts, & T. Õun (toim), Õpetajate professionaalne areng ja selle toetamine (lk 83–102). Eesti Ülikoolide Kirjastus.
Põhikooli riiklik õppekava (2011/2014). Riigi Teataja I, 2018, 8. Külastatud aadressil https://www.riigiteataja.ee/akt/114022018008
Reichenberg, M. (2014). Predicting teachers' choice of teaching and learning materials: A survey study with Swedish teachers. IARTEM e-Journal, 6(2), 71–93.
Reichenberg, M., & Andreassen, R. (2017). Similar but not the same: Comparing Norwegian and Swedish teachers' influence on textbook selection and involvement in text discussions. IARTEM e-Journal, 9(1), 4–27. https://doi.org/10.21344/iartem.v9i1.596
Reints, A. J., & Wilkens, H. J. (2019). How teachers select textbooks and educational media. IARTEM 1991-2016: 25 years developing textbook and educational media research, 99.
Resnick, I., Verdine, B. N., Golinkoff, R., & Hirsh-Pasek, K. (2016). Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes. Early Childhood Research Quarterly, 36, 358–365. https://doi.org/10.1016/j.ecresq.2016.01.007
Riffe, D., Lacy, S., & Fico, F. (2005). Analyzing media messages: Using quantitative content analysis in research. Lawrence Erlbaum Associated, Publishers, London.
Samuels, S. J., Ediger, K. M., Willcutt, J. R., & Palumbo, T. J. (2005). Role of automaticity in metacognition and literacy instruction. In S. E. Israel, C. C. Block, K. L. Bauserman, & K Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 41–59). Mahwah, NJ: Erlbaum
Sánchez, D. O., de la Cal, E. S., & Quintana, J. I. (2019). Literacies and the development of social, critical, and creative thought in textbook activities for Primary Education in Social Sciences and the Spanish Language. Frontiers in Psychology, 10, 25–72. https://doi.org/10.3389/fpsyg.2019.02572
Sousa, J., & Dionísio, M. D. L. (2011). Evaluation and selection of textbooks in Portugal: perceptions from mother tongue teachers. In Natalija Maziekeine, Mike Horsley & Susanne V. Knudsen (Eds.). The Eleventh International Conference on Research on Textbook and Educational Media: Representation of otherness. Kaunas: IARTEM.
Taimalu, M., Uibu, K., Luik, P., Leijen, Ä., & Pedaste, M. (2020). Õpetajad ja koolijuhid väärtustatud professionaalidena. OECD rahvusvahelise õpetamise ja õppimise uuringu TALIS 2018 uuringu tulemused. 2., 1−114.
Tomlinson, B. (2011). Introduction: Principles and procedures of materials development. In B. Tomlinson, Materials Development in Language Teaching. (2nd edn). Cambridge University Press.
Tomlinson, B., & Masuhara, H. (2017). The complete guide to the theory and practice of materials development for language learning. John Wiley & Sons.
Tuul, M., Mikser, R., Neudorf, E., & Ugaste, A. (2015). Estonian preschool teachers' aspirations for curricular autonomy – the gap between an ideal and professional practice. Early Child Development and Care, 185(11–12), 1845–1861. https://doi.org/10.1080/03004430.2015.1028387
Uibu, K., & Kikas, E. (2014). Authoritative and authoritarian-inconsistent teachers' preferences for teaching methods and instructional goals. Education 3–13, 42(1), 5–22. https://doi.org/10.1080/03004279.2011.618808
Uibu, K., Mikk, J., Taimalu, M., & Kärbla, T. (2020). Pre- and primary school teachers' assessment on the importance of quality criteria of learning materials. Avaldamata käsikiri.
Uibu, K., Salo, A., Ugaste, A., & Rasku-Puttonen, H. (2017). Beliefs about teaching held by student teachers and school-based teacher educators. Teaching and Teacher Education, 63, 396–404. https://doi.org/10.1016/j.tate.2017.01.016
Ugaste, A., Neudorf, E., Sarap, A., Saar, K., & Elissaar, E. (2019). 100 õppemängu lastele. Eesti Alushariduse Ühendus.
Viirpalu, P., Krull, E., & Mikser, R. (2014). Investigating Estonian teachers' expectations for the general education curriculum. Journal of Teacher Education for Sustainability, 16(2), 54–70. https://doi.org/10.2478/jtes-2014-0011
Võgotski, L. (2016). Laste loovus ja kujutlusvõime. Mäng ja selle osa lapse psüühilises arengus. Tallinn: TLÜ Kirjastus
Wilkens, H. J. (2011). Textbook approval systems and the Program for International Assessment (PISA) results: A preliminary analysis. IARTEM e-Journal, 4(2), 63–74.
Õppekirjandusele esitatavad nõuded, õppekirjanduse retsenseerimisele ja retsensentidele esitatavad miinimumnõuded ning riigi poolt tagatava minimaalse õppekirjanduse liigid klassiti ja õppeaineti (2016). Riigi Teataja I, 2016. Külastatud aadressil https://www.riigiteataja.ee/akt/129032016001
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).
