Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
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, 64, 150-161. https://doi.org/10.1016/j.tate.2017.01.020
Published inTeaching and Teacher Education
© 2017 Elsevier Ltd. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
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.
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