On 15 December at 10:00, Heily Raska will defend her doctoral thesis ”Teachers’ opinions on aspects related to the choice of learning materials”
Supervisors: Professor Krista Uibu (PhD, University of Tartu)
Associate Professor Merle Taimalu (PhD, University of Tartu)
Professor Emerita Aino Ugaste (PhD, Tallinn University)
Opponent: Professor Lasse Lipponen (PhD, University of Helsinki, Finland)
Summary
Among the various aspects of a teacher’s professionalism, decision-making, and the ability to choose the learning materials are essential. The doctoral thesis aimed to determine the opinions of pre- and primary school teachers on aspects related to the choice of learning materials. The findings showed that preschool teachers have almost complete freedom to choose learning materials. Primary school teachers do not have the same freedom, but they do have the opportunity to choose learning materials to some extent. Cognitive and affective goals are central to the choice of learning materials, and were considered equally important by both preschool and primary school teachers. Metacognitive goals were considered more important by primary school teachers than by preschool teachers. Teachers mentioned different principles for choosing materials, which could be divided into four groups: following the curriculum, diversity of content and tasks, clarity and comprehensibility of content and tasks, and external factors. Teachers did not attach importance to playfulness when choosing learning materials. Preschool teachers emphasised the principles for selecting language learning games, focusing on the development of second language skills, consideration of the child’s individuality, and fostering knowledge. When choosing language learning games, teachers find it important to consider children’s different language levels and interests, and help develop other areas of learning. Bronfenbrenner’s ecological model was used to determine the factors that pre- and primary school teachers believe influence their choice of learning materials. Macro-level factors included adherence to the curriculum and the use of publishers. The meso-level concerned the influence of surrounding individuals (e.g., management, colleagues, and students). Micro-level factors were related to teachers’ knowledge and experience, where teachers believed that work experience mainly influenced their choice of learning materials.
Location: White Hall of the University of Tartu Museum (Lossi 25)
