6533b834fe1ef96bd129e04b
RESEARCH PRODUCT
Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
Eija PakarinenXin TangJari-erik NurmiMarja-kristiina LerkkanenJoona MuotkaEve Kikassubject
Early childhood classroom05 social scienceseducation050301 educationchild-dominated practiceschild-centred practicesEstonianbehavioral disciplines and activitieslanguage.human_languageEducationStyle (sociolinguistics)primary schoolteacher-directed practicesPedagogylanguageMathematics educationta5160501 psychology and cognitive sciencesreading skillsPsychology0503 educationta515Reading skills050104 developmental & child psychologydescription
The Early Childhood Classroom Observation Measure was used to observe 91 first-grade and 70 third-grade teachers in Estonia and Finland. Using a person-oriented approach, four profiles of teaching practices were identified in grade 1: the child-centred style, teacher-directed style, child-dominated style and a mixture of the child-centred and teacher-directed styles. An additional profile, the extreme-child-centred style, was found in grade 3. Children taught by child-centred teachers showed the highest reading skills, whereas children taught by child-dominated teachers showed the lowest skills. More Estonian than Finnish teachers applied the child-dominated style in grade 1 and the extreme-child-centred style in grade 3. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2017-05-01 |