Associations between teachers’ instructional practices and student engagement in the 2nd and 7th grade classrooms
DOI:
https://doi.org/10.12697/eha.2016.4.1.09Keywords:
self-determination theory, teacher instructional practices, autonomy and structure, student engagementAbstract
Artiklis keskendutakse õpetajate juhendamispraktika seostele õpilaste kaasatusega õppimisse. Õpetaja poolt tunnis rakendatud juhendamisstiili väljaselgitamisel võeti aluseks isemääramisteooria (self-determination theory), mille kohaselt on õppijate motivatsiooni ja seda väljendavat kaasatust toetava õpikeskkonna loomisel olulised kaks õpikeskkonna dimensiooni: autonoomsuse toetamine ja struktureeritus. Täpsemalt analüüsiti, millist mõju avaldavad õpetajapoolne autonoomsuse toetamine ja struktureeritus põhikooli 2. klassi (N = 260) ja 7. klassi õpilaste (N = 207) kaasatusele tunnis. Andmete kogumisel kasutati tunnivaatlust ning küsitleti õpilasi. Uurimistulemuste põhjal võib öelda, et 2. klassi õpilaste hinnangud oma kaasatusele olid 7. klassi õpilaste omadega võrreldes oluliselt kõrgemad ning tüdrukud hindasid mõlemas klassis enda kaasatust kõrgemalt kui poisid. Kaasatuse komponentidest ennustas õpetajapoolne autonoomsuse toetamine 2. klassi õpilaste pingutamist ning 7. klassi õpilaste tunni nautimist. Tunni struktureeritusel oli mõju õpilaste kaasatusele ainult 7. klassis, kus enam struktureeritud tundides olid õpilased keskmiselt tähelepanelikumad ning pingutasid samuti tugevamini.
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