Lasteaiaõpetajate uskumused seoses laste üldoskuste arendamisega riikliku õppekava alusel: lisaseletus lasteaia koolistumise põhjustele
DOI:
https://doi.org/10.12697/eha.2017.5.2.03Märksõnad:
alusharidus, koolistumine, õpetaja professionalism, enesetõhusus, uskumused, õppekava, üldoskusedKokkuvõte
Viimase aja rahvusvaheline tendents alushariduses on koolistumine ehk õppe- ja kasvatustegevuse suurem sarnanemine üldhariduskooliga. See avaldub eelkõige õppimise esmatähtsustamises ja laste arengu pidevas hindamises. Paljude uurijate hinnangul põhjustab seda ühiskondlik surve tagada laste koolivalmidus ja alusharidusasutuste konkurents eri huvirühmade ootuste täitmisel. Uurimuse eesmärk on välja selgitada lasteaiaõpetajate uskumused riikliku õppekava üldoskuste väärtuslikkuse ehk olulisuse kohta ning nende enesetõhususe hinnangud asjaomaste tegevuste leidmisele ja üldoskuste hindamisele. Ankeedis hindas 729 Eesti lasteaiaõpetajat koolieelse lasteasutuse riiklikus õppekavas (2008) esitatud üldoskuste olulisust ning nende omandamiseks vajalike tegevuste leidmise ja üldoskuste hindamise lihtsust. Uurimistulemustest selgub, et mänguoskusi kui senist alushariduse prioriteeti peetakse olulisimaks, ent tegevuste leidmisel ja hindamisel on lihtsam keskenduda tunnetus- ja õpioskuste kui traditsiooniliselt akadeemiliste oskuste valdkonnale. Laste üldoskuste arendamiseks vajaksid õpetajad koolitusi, mis oleksid seotud pigem tegevuste leidmise ja tulemuse hindamisega, mitte üldoskuste olulisuse teadvustamisega.
Allalaadimised
Viited
Alushariduse raamõppekava (1999). Riigi Teataja I, 80, 737. Külastatud aadressil https://www.riigiteataja.ee/akt/12745713.
Asser, H., Pedastsaar, T., Trasberg, K., & Vassilchenko, L. (2002). From monolingual to bilingual Russian schools in Estonia 1993–2000: Problems and perspectives. In M. Lauristin & M. Heidmets (Eds.), The challenge of the Russian minority: Emerging multicultural democracy in Estonia (pp. 237−–253). Tartu: Tartu University Press.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175
Belfield, B., & Garcia, E. (2014). Parental notions of school readiness: How have they changed and has preschool made a difference? The Journal of Educational Research, 107(2), 138–151. https://doi.org/10.1080/00220671.2012.753863
Bennett, J. (2005). Curriculum issues in national policy-making. European Early Child hood Education Research Journal, 13(2), 5–23. https://doi.org/10.1080/13502930585209641
Bradbury, A. (2012). ‘I feel absolutely incompetent’: Professionalism, policy and early childhood teachers. Contemporary Issues in Early Childhood, 13(3), 175–186. https://doi.org/10.2304/ciec.2012.13.3.175
Broström, S. (2017). A dynamic learning concept in early years’ education: A possible way to prevent schoolification. International Journal of Early Years Education, 25(1), 1–13. https://doi.org/10.1080/09669760.2016.1270196
Clausen, S. B. (2015). Schoolification or early years democracy? A cross-curricular perspective from Denmark and England. Contemporary Issues in Early Childhood, 16(4), 355–373. https://doi.org/10.1177/1463949115616327
Einarsdottir, J. (2006). From pre-school to primary school: When different contexts meet. Scandinavian Journal of Educational Research, 50(2), 165–184. https://doi.org/10.1080/00313830600575965
Erss, M., Mikser, R., Löfström, E., Ugaste, A., Rõuk, V., & Jaani, J. (2014). Teachers’ views of curriculum policy: The case of Estonia. British Journal of Educational Studies, 62(4), 393–411. https://doi.org/10.1080/00071005.2014.941786
Festinger, L. (1957). A theory of cognitive dissonance. Evanston: Row & Peterson.
Fives, H., & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook (Vol. 2, pp. 471–499). Washington: American Psychological Association. https://doi.org/10.1037/13274-019
Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22(3), 294–311. https://doi.org/10.1016/j.ecresq.2007.04.005
Goodson, I., Moore, S., & Hargreaves, A. (2006). Teacher nostalgia and the sustainability of reform: The generation and degeneration of teachers’ missions, memory, and meaning. Educational Administration Quarterly, 42(1), 42–61. https://doi.org/10.1177/0013161X05278180
Gunnarsdottir, B. (2014). From play to school: Are core values of ECEC in Iceland being undermined by ‘schoolification’? International Journal of Early Years Education, 22(3), 242–250. https://doi.org/10.1080/09669760.2014.960319
Koolieelse lasteasutuse riiklik õppekava (2008). Riigi Teataja I, 23, 152. Külastatud aadressil https://www.riigiteataja.ee/akt/12970917.
Koolieelsest kasvatusest lasteasutuses: programm ja juhendid (1987). Eesti NSV Haridusministeerium. Tallinn: Valgus.
Kowalski, K., Brown, R. D., & Pretti-Frontczak, K. (2005). The effects of using formal assessment on preschool teachers’ beliefs about the importance of various developmental skills and abilities. Contemporary Educational Psychology, 30(1), 23–42. https://doi.org/10.1016/j.cedpsych.2004.05.001
Laevers, F. (2005). The curriculum as means to raise the quality of early childhood education: Implications for policy. European Early Childhood Education Research Journal, 13(1), 17–29. https://doi.org/10.1080/13502930585209531
Melhuish, E., Howard, S. J., Siraj, I., Neilsen-Hewett, C., Kingston, D., de Rosnay, M., … Luu, B. (2016). Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: Study protocol for a cluster randomised controlled trial. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5168859/.
Mikser, R., Kärner, A., & Krull, E. (2016). Enhancing teachers’ curriculum ownership via teacher engagement in state-based curriculum-making: The Estonian case. Journal of Curriculum Studies, 48(6), 833–855. https://doi.org/10.1080/00220272.2016.1186742
Miller, L. (2008). Developing professionalism within a regulatory framework in England: Challenges and possibilities. European Early Childhood Education Research Journal, 16(2), 255–268. https://doi.org/10.1080/13502930802141667
Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. College Park: Alliance for Childhood.
Moss, P. (2007). Bringing politics into the nursery: Early childhood education as a democratic practice. European Early Childhood Education Research Journal, 15(1), 5–20. https://doi.org/10.1080/13502930601046620
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. https://doi.org/10.1080/0022027870190403
Oberhuemer, P. (2005a). Conceptualising the early childhood pedagogue: Policy approaches and issues of professionalism. European Early Childhood Education Research Journal, 13(1), 5–16. https://doi.org/10.1080/13502930585209521
Oberhuemer, P. (2005b). International perspectives on early childhood curricula. International Journal of Early Childhood, 37(1), 27–37. https://doi.org/10.1007/BF03165830
Osgood, J. (2006). Deconstructing professionalism in early childhood education: Resisting the regulatory gaze. Contemporary Issues in Early Childhood, 7(1), 5–14. https://doi.org/10.2304/ciec.2006.7.1.5
Osgood, J. (2009). Childcare workforce reform in England and ‘the early years professional’: A critical discourse analysis. Journal of Education Policy, 24(6), 733–751. https://doi.org/10.1080/02680930903244557
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Platz, D., & Arellano, J. (2011). Time tested early childhood theories and practices. Education, 132(1), 54–63.
Puccioni, J. (2015). Parents’ conceptions of school readiness, transition practices, and children’s academic achievement trajectories. The Journal of Educational Research, 108(2), 130–142. https://doi.org/10.1080/00220671.2013.850399
Roopnarine, J., & Johnson, J. E. (2013). Approaches to early childhood education (6th ed.). New York: Pearson.
Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50–60. https://doi.org/10.3200/JOER.101.1.50–60
Simpson, D. (2010a). Becoming professional? Exploring Early Years Professional Status and its implications for workforce reform in England. Journal of Early Childhood Research, 8(3) 269–281. https://doi.org/10.1177/1476718X10362505
Simpson, D. (2010b). Being professional? Conceptualising early years professionalism in England. European Early Childhood Education Research Journal, 18(1), 5–14. https://doi.org/10.1080/13502930903520009
Soll, M ., Salvet, S., & Masso, A. (2014). Õppekeele roll Eesti venekeelsete õpilaste etnokultuurilise identiteedi kujunemisel. Eesti Haridusteaduste Ajakiri, 2(2), 200–236. https://doi.org/10.12697/eha.2014.2.2.08
Sylva, K., Ereky-Stevens, K., & Aricescu, A.-M. (2015). Curriculum quality analysis and impact review of European early childhood education and care. D2.1: Overview of European ECEC curricula and curriculum template. University of Oxford. Retrieved from http://ecec-care.org/fileadmin/careproject/Publications/reports/CARE_WP2_D2_1_European_ECEC_Curricula_and_Curriculum_Template.pdf.
Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Te acher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
Tuul, M., Mi kser, 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
Tuul, M., Ugaste, A., & Mikser, R. (2011). Teachers’ perceptions of the curricula of the Soviet and post-Soviet eras: A case study of Estonian pre-school teachers. Journal of Curriculum Studies, 43(6), 759–−781. https://doi.org/10.1080/00220272.2011.596225
Ugaste, A., Tuul, M., Mikser, R., Neudorf, E., & Jürimäe, M. (2016). Koolieelse lasteasutuse õpetajate kui õppekava arendajate kogemused, ootused ja hinnangud. Eesti Haridusteaduste Ajakiri, 4(1), 92–118. https://doi.org/10.12697/eha.2016.4.1.04
Urban, M. (2008). Dealing with uncertainty: Challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal, 16(2), 135–152. https://doi.org/10.1080/13502930802141584
Urban, M., & Dalli, C. (2008). Editorial. European Early Childhood Education Research Journal, 16(2), 131–133. https://doi.org/10.1080/13502930802141576
Urban, M., Vandenbroeck, M., van Laere, K., Lazzari, A., & Peeters, J. (2012). Towards competent systems in early childhood education and care. Implications for policy and practice. European Journal of Education, 47(4), 508–526. https://doi.org/10.1111/ejed.12010
Van Hoorn, J., Nourot, P., Scales, B., & Alward, K. (2011). Play at the center of the curriculum (5th ed.). New York: Pearson.
Van Laere, K., Peeters , J., & Vandenbroeck, M. (2012). The education and care divide: The role of the early childhood workforce in 15 European countries. European Journal of Education, 47(4), 527–541. https://doi.org/10.1111/ejed.12006
Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. The Curriculum Journal, 27(3), 387–405. https://doi.org/10.1080/09585176.2015.1129981
##submission.downloads##
Avaldatud
Kuis viidata
Väljaanne
Rubriik
Litsents
Eesti Haridusteaduste Ajakirja autorid nõustuvad allpool esitatud tingimustega.
- Ajakirjas avaldatud artiklitele on tagatud vaba juurdepääs Creative Commons Attribution-NonCommercial-NoDerivs 3.0 litsentsiga määratud õiguste mahus.
- Autor loovutab ajakirjale tasuta tema poolt loodud artikli varalised õigused, sh õiguse artikli (1) avaldamisele ja levitamisele, (2) üldsusele kättesaadavaks tegemisele ja eksponeerimisele, (3) avalikule esitamisele.
- Autoril on õigus Eesti Haridusteaduste Ajakirja eelneval nõusolekul sõlmida lepinguid kolmandate isikutega publitseeritud artikli säilitamiseks raamatukogu repositooriumis või avaldamiseks raamatu peatükina. Nõudeks on teiseses töös viitamine esmasele allikale, st artiklile Eesti Haridusteaduste Ajakirjas.
- Pärast artikli ilmumist ajakirjas on autoritel lubatud avaldada Internetis (nt oma veebilehel) motiveeritud mahus tsitaate ning levitada linke koos korrektse viitega ajakirjas ilmunud artiklile (vt Open Access).