A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Child-Centered and Teacher-Directed Practices in Two Different Countries : A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms (2024)

Pakarinen, 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. Journal of Research in Childhood Education, 38(1), 30-49. https://doi.org/10.1080/02568543.2023.2188059

JYU-tekijät tai -toimittajat

Pakarinen, Eija
Yada, Akie
Yada, Takumi
Leppänen, Anne
Lerkkanen, Marja-Kristiina

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Pakarinen, Eija; Imai-Matsumura, Kyoko; Yada, Akie; Yada, Takumi; Leppänen, Anne; Lerkkanen, Marja-Kristiina

Lehti tai sarja: Journal of Research in Childhood Education

ISSN: 0256-8543

eISSN: 2150-2641

Julkaisuvuosi: 2024

Ilmestymispäivä: 22.03.2023

Volyymi: 38

Lehden numero: 1

Artikkelin sivunumerot: 30-49

Kustantaja: Taylor & Francis

Julkaisumaa: Yhdysvallat (USA)

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/02568543.2023.2188059

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/86212

Tiivistelmä

This 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.

YSO-asiasanat: alakoulu; opetusmenetelmät; luokkatyöskentely; opettaja-oppilassuhde; lapsilähtöisyys; kulttuurierot; tapaustutkimus; vertaileva tutkimus

Vapaat asiasanat: Suomi; Japani

Liittyvät organisaatiot

Hankkeet, joissa julkaisu on tehty

OKM-raportointi: Kyllä

VIRTA-lähetysvuosi: 2023

JUFO-taso: 1