Teachers perceived self-efficacy in multicultural classrooms

Authors

  • Karolin Mäe
  • Meril Ümarik

DOI:

https://doi.org/10.12697/eha.2022.10.2.04

Keywords:

multicultural classroom, teachers’ multicultural self-efficacy, teaching strategies in multicultural classrooms

Abstract

Uuringu keskmes on õpetaja tajutud enesetõhusus mitmekultuurilises klassiruumis. Analüüs põhineb poolstruktureeritud intervjuudel Eesti põhikooli õpetajatega (N = 20), kellel on eelnev kogemus teisest kultuuriruumist pärit õpilaste õpetamisega. Temaatilise analüüsi tulemusena selgub, et kõrgema enesetõhususega õpetajad kasutavad kultuuritundliku õpetamise strateegiaid, näiteks avatusele suunatud klassikeskkonna kujundamine, eri vaatenurkade avamine  klassiruumis, õpilase individuaalsusega arvestamine ning heade suhete loomine õppijatega. Uuringu tulemusena selgub, et enesetõhusust toetavad tegurid on eelnev kogemus mitmekesise õppijaskonnaga, koostöine koolikultuur, koolituste abil pädevuste suurendamine, võõrkeele oskus, avatud suhtumine ja välismaal elamise kogemus. Õpetajatele on suurimad katsumused ühise keele leidmine teisest kultuuriruumist pärit õppijatega, aja- või materjalide nappus, psühholoogia  valdkonna pädevuste vajakajäämine ning läbipõlemine.

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Published

2022-11-01

How to Cite

Mäe, K., & Ümarik, M. (2022). Teachers perceived self-efficacy in multicultural classrooms. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 10(2), 76–105. https://doi.org/10.12697/eha.2022.10.2.04

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