How Contextual Factors Influence Teachers' Pedagogical Practices

Autor/inn/en	Gemmink, Michelle M.; Fokkens-Bruinsma, Marjon; Pauw, Ietje; van Veen, Klaas
Titel	How Contextual Factors Influence Teachers' Pedagogical Practices
Quelle	In: Educational Research, 63 (2021) 4, S.396-415 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gemmink, Michelle M.) ORCID (Fokkens-Bruinsma, Marjon) ORCID (Pauw, Ietje) ORCID (van Veen, Klaas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2021.1983452
Schlagwörter	Elementary School Teachers; Teaching Methods; Context Effect; Foreign Countries; Accountability; Standards; Educational Improvement; Student Needs; Classroom Techniques; School Culture; Student Development; Teacher Responsibility; Inclusion; Interpersonal Relationship; Educational Environment; Faculty Workload; Faculty Development; Professional Autonomy; Netherlands + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Verantwortung; Standard; Teaching improvement; Unterrichtsentwicklung; Klassenführung; Schulkultur; Schulleben; Lehrverpflichtung; Inklusion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Berufsfreiheit; Niederlande
Abstract	Background: Primary teachers' pedagogical practices (TPP) are strongly focused on supporting pupils' psychological needs, creating a safe learning climate, and encouraging pupils' developmental and learning processes. As a core motivation for teachers is the desire to interact constructively with children, pedagogical practices can be understood as central to teachers' work. A familiar problem in many international contexts is that TPP can come under pressure, typically as the result of interplay between personal and contextual factors. However, which contextual factors influence TPP, and how they do so, remains unclear. Purpose: In this study, we aimed to better understand how context influences primary school teachers' pedagogical practices, within the setting of primary education in the Netherlands. We were particularly interested in which contextual factors were perceived as important and how they influenced TPP. Methods: Data were collected through open questions in a survey among 215 primary school teachers in the northern part of the Netherlands. Focus group interviews were then held with 11 of the survey participants. The data were analysed qualitatively, using a framework approach with five stages of familiarisation: identifying themes, indexing, charting, and mapping and interpretation. Findings: The analysis identified nine contextual factors that, according to participants, both positively and negatively affected TPP. The most frequently mentioned threats to TPP were educational accountability and standards, and organisation of work in the classroom, whilst school improvement and pupils' educational needs were regarded as the most important stimulating factors. We clustered the factors into four patterns which reflected the way that teachers appraised them: organisation of daily classroom practices, school culture, educational improvement, and contribution to pupils' development. Conclusions: According to the teachers, the interplay between TPP and the context can cause pressure, frustration, and feelings of incompetence because there is insufficient time for achieving pedagogical goals. Our study draws attention to the complex challenges that teachers face in terms of balancing pedagogical practices and other educational tasks, and draws out implications for policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01