Uppeldi og menntun - 01.09.2004, Page 80

Uppeldi og menntun - 01.09.2004, Page 80
TVÆR STEFNUR - TVENNS KONAR HEFÐIR i KENNSLU UNGRA BARNA Vartuli, S. (1999). How early childhood teacher beliefs vary across grade level. Early Childhood Research Quarterly, 14(4), 489-514. Walsh, D. J. (1989). Changes in kindergarten; Why Here? Why Now? Early Childhood Research Quarterly, 4, 377-391. Wilcox, K. (1982). Ethnography as a methodology and its applications to the study of schooling: A review. í G. Spindler (ritstj.), Doing the ethnography of schooling. Educational anthropology in action (bls. 268-309). New York: Holt, Rinehart and Winston. 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 78
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