A cross-sectional study on the University of Tartu’s pre-service teachers’ perceptions of curriculum coherence between 2014 and 2018
DOI:
https://doi.org/10.12697/eha.2020.8.1.05Keywords:
teacher education, teacher education courses and practice, curriculum coherenceAbstract
Õpetajakoolitus on praktikaga tihedalt seotud õppevaldkond, kuid siiski on teooria ja praktika sidumine õpetajakoolituses veel paljudes riikides proovikivi (Darling-Hammond, 1999; Hammerness & Klette, 2015). Tartu Ülikoolis hakati selle kitsaskohaga ulatuslikult tegelema 2013. aastast, uuendades õpetajakoolituse alus- ja praktikamoodulit. Selleks, et läbi aastate tehtud muudatuste tulemuslikkust seirata, on alates 2014. aastast igal sügisel alusmooduli üliõpilaste seas (n = 572) kogutud andmeid nende hinnangute kohta õppekava sidususele. Tulemused näitavad, et üliõpilaste hinnangul on märgatavalt paranenud nii teoreetiliste õppeainete kooskõla praktikal kogetuga kui ka võimalused õppekava osi omavahel siduda. Samas leiti, et ülikooli õppetöös on liiga vähe tegevusi, mis valmistaksid üliõpilasi ette õppija arengust lähtumiseks õpetajatöös. Ülikooli õppeained keskenduvad enam õppe kavandamisele ja analüüsile, vähem tegeletakse õppetöö tegevustega.
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