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| Autor/in | Tirri, Kirsi |
|---|---|
| Titel | Cross-Cultural Differences in the Self-Evaluations of American and Finnish Elementary Teachers. |
| Quelle | (1995), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Communication; Comparative Analysis; Cultural Differences; Elementary Education; Elementary School Teachers; Foreign Countries; Self Evaluation (Individuals); Teacher Attitudes; Teacher Behavior; Teaching Methods; Teaching Styles; Finland; Indiana; Texas; United States |
| Abstract | This study investigated the cross-cultural differences in American and Finnish elementary teachers' evaluations of their classroom teaching behaviors. The self-evaluation instrument developed for the study was administered to 167 American elementary teachers from Indiana and Texas and to 172 Finnish teachers (also elementary) from two different locations (Helsinki, Kajaani) in Finland. The results showed that American teachers rated themselves higher than their Finnish colleagues in every teaching behavior, thus reflecting higher self-esteem. The most visible feature of the American teachers was their dynamic teaching reflected in stimulating and flexible teaching behaviors where external sources and projects are integrated in the regular teacher centered classroom teaching. This characteristic may be explained in the context of the pedagogical traditions of the United States including the work of John Dewey and his emphasis on learning by doing. The Finnish teachers' evaluations showed an emphasis on academic learning time, "time on task" behavior. Finnish teachers wanted their students to master the academic goals set for them in the curriculum. This characteristic may be due to the pedagogic traditions of Finland and the demands of the national curriculum. In addition, the study found that the largest tendency to emphasize verbal communication in their teaching was seen with the Texas teachers. (Contains 18 references.) (JB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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