Uppeldi og menntun - 01.09.2004, Blaðsíða 80

TVÆR STEFNUR - TVENNS KONAR HEFÐIR i KENNSLU UNGRA BARNA
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ABSTRACT
The study aimed to investigate the pedagogy of preschool teachers working with the
oldest preschool children and primary school teachers working with the youngest
primary school children. The study was conducted in two preschools and two
primary schools in Reykjavík. Qualitative methods were used, and two preschool
teachers and two first grade teachers were studied using participant observations,
interviews, and document collection. The results of the study show differences in the
practices of the two pairs of teachers, including differences in the daily schedule,
group sizes and compositions, and curriculum and teaching methods. The preschool
teachers emphasized care-giving, social relations, collaboration, self-confidence, and
play, whereas the first grade teachers emphasized teacher-directed activities and
teaching of reading and mathematics. The results of the study reveal that different
social contexts influenced the teachers' practices. The educational policy illustrated
in laws, national curricula, and textbooks are influential contexts, and the primary
school teachers find them a source of pressure. The values and expectations of the
society and parents are important contexts as well.
Jóhanna Einarsdóttir er
dósent við Kennaraháskóla íslands
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