Uppeldi og menntun - 01.01.2002, Side 122

SAMSKIPTI, KENNSLUHÆTTIR OG VIÐMÓT
ABSTRACT
This study started out from the hypothesis that the Iow number of pupils in small
schools creates opportunities that enable teachers to a) consider pupils' individual
needs, b) develop close teacher-pupil relationships, c) develop co-operation among
staff and relationships with parents, and d) apply teaching approaches suited for
multi-grade classes. It is well known from the literature that teachers' behaviour has
effects on pupils' self-consciousness, their social development and learning, not least
the learning of pupils with special needs, who are in need of extended attention.
The study was conducted in both small and large schools in Iceland in order to
obtain a comparison and to identify teachers' practice and views of small schools.
The study was threefold, based on a postal questionnaire sent to small schools, and
classroom observations and interviews, in both small and large schools.
Teachers' behaviour in small and large schools, in relation to their practice and
understanding, was grouped into three categories: outstanding, average and poor
teachers. The expected high valuation of small schools did not materialise. With
regard to relationships, attention to pupils with special needs, teaching in multi-
grade classes, development of the curriculum and working with parents and
teachers' co-operation, the results indicate that half of the teachers in small schools
do not offer an ideal environment. However, the other half of the teachers was
categorised as "outstanding." These proportions turned out to be similar to those
found in large schools.
The study has contributed several significant findings to the literature on teacher-
pupil interaction in the classroom. Most important of these findings is that personal
characteristics seem to be good predictors of teacher competence, and there appear to
be relationships between particular personal characteristics and teachers' practices in
the classroom. Symbolic interactionists would argue that, the "outstanding teachers"
sense their "self", that they are aware of what is expected of them and try to adjust
their actions accordingly. In their social context, their conscious mind, self-awareness
and self-regulation is central, and they become "significant others" to pupils.
Fortunately, the literature suggests that attitude change can be accomplished
through education. This knowledge opens the possibility for future research. The
findings can provide the basis for a model of teacher practice and behaviour. It
should be possible to build upon the strategies that the "outstanding teachers" alrea-
dy think they have established in their work. For this to take place it is important to
gain further knowledge of how these teachers initiate their relationships with pupils,
how they provide for pupils' special needs and in what way they organise their work
generally. This knowledge also paves the way for a type of teacher training that
emphasises the ways in which learning occurs, as well as teachers' understanding of
themselves and the ways in which their perspectives on a situation at a given time
may influence their various decisions and behaviour.
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