Observed teaching practices interpreted from the perspective of school-based teacher educators

Figures & data

Figure 1. Example of theme formation.

Figure 2. Individual practices for supporting pupils’ cognitive and social development.

Figure 3. Collaborative practices for supporting pupils’ cognitive and social development.

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Situation from the lesson body	T8 explanation
Pupils read the text and the questions following the text, then answer one by one.	‘When answering the question not many pupils said “Oh, I know it”. Rather, it was probably new information for them … New facts … Answering the questions allows the children to assess their own knowledge.’

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Situation from the lesson introduction	T5 explanation
Pupils describe a picture on slides presented on the wall. The teacher asks complementary questions, which the pupils answer.	‘When one pupil answers well, then all the others should listen, and they get new knowledge that they can use in analogical tasks.’

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Situation from the lesson body	T7 explanation
The pupils solve puzzles in groups, then take a ‘Jeopardy’-style quiz with the whole class.	‘Pupils were almost able to work as a team. However, there were also some impatient pupils. I was afraid they would start to chat. In that sense, they worked pretty well … better than I expected. They were able to mobilise themselves.’

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Situation from the lesson introduction	T4 explanation
Pupils share their knowledge about the lion and the mouse with a peer. Then, the teacher asks everyone to find a new peer and share the knowledge with her/him.	‘This task indicated how well a child can make contact. There are children who cannot find a peer. They stand and wait for someone to come to them. They don’t take the first step in real life, either.’

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Situation from the lesson body	T2 explanation
Pupils move around in the classroom and independently resolve various tasks of their own choice. Some pupils do not move around or perform any assignments.	‘Critical or unexpected situations need the attention of the teacher. When planning a lesson, a student teacher should put himself in a pupil’s position. The student teachers should think both about why pupils are not collaborating and what to do differently next time.’

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Situation from the lesson introduction	T4 explanation
Pupils discuss in pairs for a couple of minutes, then move around the classroom, changing peers and again talking for a couple of minutes. The SBTE observes the children’s discussions in front of the class.	‘Student teachers tend to talk a lot themselves. Here was an example for them of how to involve pupils in a simple way. The pupils were active and could talk to various peers. They shared their ideas, and then they could summarise them all. A good whole was formed.’

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Situation from the end of the lesson	T1 explanation
The SBTE asked pupils to fix a heart-shaped sheet to the back of each pupil. Then, the SBTE formulates a rule: As pupils move around the classroom, the boys must write good words on the heart-shaped sheets of the girls, and vice versa. Not all the girls follow the rule, and some write nothing. The SBTE accepts this.	‘I wanted to show the student teacher that every teacher must give freedom to the children. In that case, teaching is not the same all the time. I think that all children should be given freedom with such rules. There is no need to be afraid of confusion. If the activity is affordable and interesting, the pupils will also return to more routine activities.’

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		Scores by frequency of use (2 – used several times, 1 – used only once, 0 – not used at all)
Teaching practices	Type of practice	Introductory part	Body of lesson	End of lesson	Total score
I. For cognitive development
1. Have pupils repeat previously learnt material	I
2. Encourage pupils to ask each other questions	C
3. Carry out discussions	C
4. Improve comprehension of the topic	I
5. Make pupils learn facts by heart	I
6. Encourage pupils to apply their knowledge	I
7. Ask pupils to justify their answers	I
8. Create associations with everyday life and previously learnt material	I
9. Develop analytical skills	I
10. Encourage pupils to differentiate tasks	I
11. Solve tasks in cooperation with other pupils	C
12. Carry out independent work	I
II. For social development
1. Encourage pupils to ask for their peers’ assistance	C
2. Carry out group work	C
3. Remind pupils of behaviour patterns	I
4. Encourage pupils to listen to each other	I
5. Develop pupils’ self-expression skills	I
6. Encourage pupils’ different opinions	C

Note. I–individual teaching practice; C – collaborative teaching practice