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dc.contributor.authorPakarinen, Eija
dc.contributor.authorImai-Matsumura, Kyoko
dc.contributor.authorYada, Akie
dc.contributor.authorYada, Takumi
dc.contributor.authorLeppänen, Anne
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2023-03-30T11:27:42Z
dc.date.available2023-03-30T11:27:42Z
dc.date.issued2024
dc.identifier.citationPakarinen, E., Imai-Matsumura, K., Yada, A., Yada, T., Leppänen, A., & Lerkkanen, M.-K. (2024). Child-Centered and Teacher-Directed Practices in Two Different Countries : A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms. <i>Journal of Research in Childhood Education</i>, <i>38</i>(1), 30-49. <a href="https://doi.org/10.1080/02568543.2023.2188059" target="_blank">https://doi.org/10.1080/02568543.2023.2188059</a>
dc.identifier.otherCONVID_182275866
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/86212
dc.description.abstractThis descriptive case study examined how teaching practices were evidenced in Grade 1 classrooms in two different cultural and educational contexts, Finland and Japan. Teachers’ teaching practices were video-recorded in 53 classrooms in Finland and six classrooms in Japan and rated with the Early Childhood Classroom Observation Measure by trained investigators. Four Finnish teachers and two Japanese teachers having the highest scores in either child-centered or teacher-directed practices were selected for a descriptive case study to take a closer look at how teaching practices in terms of management, climate, and instruction are evidenced in authentic classroom situations. The analysis revealed some similarities and disparities in how teacher-directed and child-centered practices are reflected in classroom situations in the two countries. For example, in Japan, teachers favoring child-centered practices asked more open-ended questions and encouraged brainstorming and group discussions, whereas the Finnish teachers emphasized socio-emotional skills. The results suggest that cultural values may play a role in how teachers create a positive climate, implement instruction, and organize activities in the classroom.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesJournal of Research in Childhood Education
dc.rightsCC BY 4.0
dc.subject.otherSuomi
dc.subject.otherJapani
dc.subject.otherchild-centered practices
dc.subject.othercross-cultural comparison
dc.subject.otherprimary school
dc.subject.otherteacher-directed practices
dc.subject.otherFinland
dc.subject.otherJapan
dc.titleChild-Centered and Teacher-Directed Practices in Two Different Countries : A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202303302347
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange30-49
dc.relation.issn0256-8543
dc.relation.numberinseries1
dc.relation.volume38
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 The Author(s). Published with license by Taylor & Francis Group, LLC
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber317610
dc.relation.grantnumber117142
dc.subject.ysolapsilähtöisyys
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoluokkatyöskentely
dc.subject.ysokulttuurierot
dc.subject.ysovertaileva tutkimus
dc.subject.ysotapaustutkimus
dc.subject.ysoalakoulu
dc.subject.ysoopetusmenetelmät
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p25973
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p2190
jyx.subject.urihttp://www.yso.fi/onto/yso/p1772
jyx.subject.urihttp://www.yso.fi/onto/yso/p10982
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1080/02568543.2023.2188059
dc.relation.funderResearch Council of Finlanden
dc.relation.funderFinnish Work Environment Funden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderTyösuojelurahastofi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramOthersen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramMuutfi
jyx.fundinginformationThe Finnish part of the study was funded by The Finnish Work Environment Fund [No. 117142 for 2017-2020], the Academy of Finland [No. 317610], Ella and Georg Ehrnrooth Foundation, and the Department of Teacher Education of the University of Jyväskylä. The Japanese part of the study was funded by the Grant for the joint research at the Research Institute of Bukkyo University.
dc.type.okmA1


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