Een nieuwe Teaching in Focus: hoe geven (wiskunde)leerkrachten les?

Door de data van PISA met TALIS te combineren heeft de OESO een nieuw Teaching in Focus gepubliceerd waarbij ze – volgens zichzelf – trachten de zwarte doos te openen die de klas zou zijn. Wat men in feite doet is wat leerkrachten vertellen over hun klaspraktijk vergelijken met wat leerlingen zeggen.

Wat stelt men vast?

  • Almost all mathematics teachers across participating countries use clear and structured teaching practices, according to both teachers and students. A vast majority of teachers also use student-oriented practices and enhanced learning activities in their classroom.
  • Cross-country differences are weak regarding the use of structuring practices, but moderate regarding the use of student-oriented practices and enhanced learning activities.
  • Overall, mathematics teachers tend to report, more often than students, that they use a given teaching practice.
  • The gap between teacher and student reports about the use of a given teaching practice varies across countries. Overall, the highest degree of convergence is observed for structuring practices, and the smallest is observed for student-oriented practices.

Samengevat volgens de OESO:

Structuring practices are the most commonly used teaching practice in mathematics classrooms, according to both teachers and students. Since they aim to deliver an orderly and clear lesson, they could be seen as the necessary foundation for the development of any other practice. This would explain why they are so predominant in the teaching strategies implemented by teachers. However, classroom instruction time is a scarce resource, and an overemphasis on structuring practices could limit teachers in their use of other potentially more innovative strategies, such as enhanced learning activities and student-oriented strategies.

 

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