Krista Uibu

Instructional approaches: differences between kindergarten and primary school teachers

The article discusses kindergarten and primary school teachers’ preferences for instructional approaches and teaching practices. One hundred and thirty‐three teachers from Estonia completed questionnaires. The results showed that the promotion of students’ comprehension and independence, enhancing practical application and individualisation of instruction are highlighted by kindergarten as well as primary school teachers. The major difference between kindergarten and primary school teachers is in the usage of rote learning practices. Using a person‐oriented approach to data analysis, kindergarten teachers’ instructional patterns were shown to be similar to constructivist approaches, and primary school teachers’ patterns similar to traditional and constructivist approaches.

Authoritative and authoritarian-inconsistent teachers’ preferences for teaching methods and instructional goals

Preferences for teaching methods are influenced by several factors, including instructional goals, teachers management style, experience and education. To discover in which ways primary school teachers with different management styles vary in their preferences for students’ cognitive and social development, 128 teachers of Estonia were questioned. According to the results, authoritative and authoritarian-inconsistent teachers used different methods more frequently for gaining cognitive than social enhancement goals. However, authoritative teachers emphasised students’ social competences significantly more than authoritarian-inconsistent teachers. Greater differences between groups were revealed in case of progressive methods. Moreover, authoritative teachers demonstrated a more conscious choice of teaching methods for a wider variety of purposes.

Students? Grammar Mistakes and Effective Teaching Strategies

In order to prevent grammar mistakes different teaching strategies are recommended. The aim of this study was to find out what are the causes of grammar mistakes, what practices teachers use to correct students? mistakes and which strategies are considered to be the most effective to prevent students? mistakes. Twenty-five Estonian language teachers were asked to describe their teaching and prevention strategies. The quantitative content analysis indicated three types of teachers. Teachers with a deductive profile were considered to be the most efficient in supporting students? recalling and remembering skills. Teachers with inductive or combined teaching profiles used more examples and diverse strategies. By using the effective teaching strategies, teachers are able to better support students? language development and individual peculiarities.