دانلود رایگان ترجمه مقاله پروفایل تمرین تدریس و مهارت خواندن در پایه اول و سوم – الزویر ۲۰۱۷
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عنوان فارسی مقاله: | پروفایل تدریس و مهارت های خواندن در کلاس های اول و سوم در فنلاند و استونی |
عنوان انگلیسی مقاله: | Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia |
رشته های مرتبط: | علوم تربیتی، برنامه ریزی و مدیریت آموزشی، آموزش ابتدایی |
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توضیحات | ترجمه صفحات ۶ تا ۱۱ این مقاله موجود است |
نشریه | الزویر – Elsevier |
کد محصول | F415 |
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بخشی از ترجمه فارسی مقاله: ۷٫۴٫ محدودیتها |
بخشی از مقاله انگلیسی: ۷٫۴٫ Limitations The present study has some limitations that need to be considered before generalising the research findings. First, the sample of teachers was relatively small (91 in grade 1 and 70 in grade 3). This might have limited the power of the statistical tests. Second, for practical reasons, we controlled for reading fluency when we investigated reading comprehension. Although reading fluency typically predicts reading comprehension, the ideal situation would nevertheless be to use identical measures as a covariate. Moreover, because identical measures had not been used to assess grade 1 reading skills in the Finnish and Estonian grade 3 samples, the grade 1 reading scores of these two samples were standardised to compute a composite score, which was then used as a covariate. Third, the datasets used in the grade comparisons were crosssectional. Fourth, teaching practices were observed over three lessons, including at least one literacy lesson but also other subjects. Therefore, we cannot draw any detailed conclusions on specific literacy instruction practices or the effectiveness of methods. However, Stipek and Byler (2004) have suggested that the ECCOM focuses on the general characteristics of teaching practices in the classroom during the school day rather than on subject matter contents. ۷٫۵٫ Conclusions and implications for Teacher training By using a person-oriented approach, the present study identified different teaching styles, i.e., patterns of teaching practices, among Finnish and Estonian primary school teachers. The results also suggest that both a child-centred teaching style and a teaching style including both child-centred and teacher-directed elements were typical among teachers of students whose reading performance developed better, whereas the child-dominated style and an extreme form of child-centred style were associated with a less positive development of children’s reading performance. The results indicate that teaching styles which require teachers to take a more active role benefit children’s reading skills during the early years of primary school. The associations between the teacherdirected style and reading skills were weaker in the third grade than in the first grade, whereas the mixture teaching style showed stronger associations with reading skills in the third grade. Our findings have also some implications for teacher training. First, teacher training needs to be more precise and give concrete examples of the differences between teaching practices and their specific benefits. This seems to be especially important in the case of child-centred practices vs. extreme-child-centred practices. The extreme form of child-centred practices does not seem to provide any additional benefits for children’s reading fluency. Second, more effort is needed to introduce the possible negative consequences of the child-dominated style. Although the idea of giving the child full autonomy seems appealing to some teachers, our results showed that this teaching style is detrimental for reading skills, especially at the lower primary school level. Third, the promising finding from our analysis on the use of the mixture teaching style in grade 3 should be further studied and understood to encourage teachers to use a flexible repertoire of teaching practices suited to their learners’ needs. |