Relations of reading skills and motivation with teaching styles in first grade

Authors

  • Piret Soodla
  • Eve Kikas

DOI:

https://doi.org/10.12697/eha.2014.2.1.04

Keywords:

teaching practices, teaching styles, reading, motivation, interest, self-efficacy

Abstract

Töö eesmärk oli analüüsida, kas ja kuidas erinevad esimese klassi laste lugemisoskus ja motivatsioon lapsekeskse, õpetajakeskse ja laps-domineeriva kasvatusstiiliga õpetajate klassides. Uuringus osalesid 440 õpilast ja nende õpetajad (N = 21). Esimese klassi alguses ja lõpus hinnati laste lugemistehnilisi oskusi ning motivatsiooni (huvi ja tajutud võimekust), klassi lõpus ka loetu mõistmist. Igas klassis vaadeldi kolme õppetundi, klassitegevused kodeeriti vaatlusmõõdiku ECCOM abil (Stipek & Byler, 2005). Vaatlustulemuste alusel jaotati õpetajad lapsekeskse (n = 8), õpetajakeskse (n = 7) ja laps-domineeriva (n = 6) kasvatusstiiliga õpetajateks. Õpetajate lapsekeskne kasvatusstiil seostus positiivselt ning õpetajakeskne ja laps-domineeriv stiil negatiivselt laste lugemisoskuse ja -huviga. Uurimuse tulemused täiendavad varasemaid teadmisi õpetaja tegevuste ja laste oskuste ja motivatsiooni seostest ning neil on praktiline väärtus õpetajakoolituses.

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References

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Published

2014-05-01

How to Cite

Soodla, P., & Kikas, E. (2014). Relations of reading skills and motivation with teaching styles in first grade. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 2(1), 67–95. https://doi.org/10.12697/eha.2014.2.1.04

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