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Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
ARTICLE

, Department of Psychology, Finland ; , School of Natural Sciences and Health, Estonia ; , , Department of Teacher Education, Finland ; , , Department of Psychology, Finland

TATE Volume 64, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved February 21, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.01.020

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