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dc.contributor.authorSalminen, Jenni
dc.contributor.authorHännikäinen, Maritta
dc.contributor.authorPoikonen, Pirjo-Liisa
dc.contributor.authorRasku-Puttonen, Helena
dc.date.accessioned2013-04-09T08:39:35Z
dc.date.available2014-09-22T21:45:05Z
dc.date.issued2013
dc.identifier.citationSalminen, J., Hännikäinen, M., Poikonen, P.-L., & Rasku-Puttonen, H. (2013). A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms. <i>Journal of Research in Childhood Education</i>, <i>27</i>(2), 127-152. <a href="https://doi.org/10.1080/02568543.2013.767289" target="_blank">https://doi.org/10.1080/02568543.2013.767289</a>
dc.identifier.otherCONVID_22288903
dc.identifier.otherTUTKAID_55554
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/41162
dc.description.abstractThis study examined the diversity of teaching practices to illuminate the qualitative variety of instructional teaching practices among preschool teachers. Further, teachers' self-rated educational goals were explored to complement the multifaceted nature of preschool teachers' instructional teaching practices. The study was carried out as a case study. The cases were used to describe the qualitative variety of Finnish preschool teachers' instructional practices in authentic classroom situations among groups of 6-year-old children. The authors' previous study revealed four distinct latent profiles of teaching practices in preschool classrooms based on 49 observed preschool teachers, using the Classroom Assessment Scoring System. In this study, the cases represent each of the latent profiles. Based on the qualitative content analysis, the authors could elucidate the variety of observed instructional practices and identify how they varied among the teachers. The observed instructional practices occurred in different combinations, creating ample opportunities for learning in preschool classrooms. It was also discovered that teachers' self-reported educational goals reflected their observed practices quite well. The findings suggest pedagogical implications for the development of preschool education and teacher training.fi
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesJournal of Research in Childhood Education
dc.subject.otherinstructional teaching practices
dc.subject.otherclassroom observations
dc.titleA Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201304061397
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2013-04-06T03:30:06Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange127-152
dc.relation.issn0256-8543
dc.relation.numberinseries2
dc.relation.volume27
dc.type.versionacceptedVersion
dc.rights.copyright© Taylor & Francis. This is an author's final draft version of an article whose final and definitive form has been published by Taylor & Francis.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoesikoulu
jyx.subject.urihttp://www.yso.fi/onto/yso/p15089
dc.relation.doi10.1080/02568543.2013.767289


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