Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
Xin Tang, Department of Psychology, Finland ; Eve Kikas, School of Natural Sciences and Health, Estonia ; Eija Pakarinen, Marja-Kristiina Lerkkanen, Department of Teacher Education, Finland ; Joona Muotka, Jari-Erik Nurmi, Department of Psychology, Finland
TATE Volume 64, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
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.
Tang, X., Kikas, E., Pakarinen, E., Lerkkanen, M.K., Muotka, J. & Nurmi, J.E. (2017). Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia. Teaching and Teacher Education: An International Journal of Research and Studies, 64(1), 150-161. Elsevier Ltd.