Õpetaja tajutud enesetõhusus mitmekultuurilises klassiruumis
DOI:
https://doi.org/10.12697/eha.2022.10.2.04Märksõnad:
mitmekultuuriline klassiruum, enesetõhusus mitmekultuurilises klassiruumis, õpetamisstrateegiad mitmekultuurilises klassiruumisKokkuvõte
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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