Krista Uibu

Bio: Krista Uibu is an academic researcher from University of Tartu. The author has contributed to research in topics: Teaching method & Psychology. The author has an hindex of 7, co-authored 23 publications receiving 173 citations.

Authoritative and authoritarian-inconsistent teachers’ preferences for teaching methods and instructional goals

Abstract: Preferences for teaching methods are influenced by several factors, including instructional goals, teacher's management style, experience and education. To discover in which ways primary school teachers with different management styles vary in their preferences for students’ cognitive and social development, 128 teachers of Estonia were questioned. According to the results, authoritative and authoritarian-inconsistent teachers used different methods more frequently for gaining cognitive than social enhancement goals. However, authoritative teachers emphasised students’ social competences significantly more than authoritarian-inconsistent teachers. Greater differences between groups were revealed in case of progressive methods. Moreover, authoritative teachers demonstrated a more conscious choice of teaching methods for a wider variety of purposes.

The Roles of a Primary School Teacher in the Information Society

Abstract: Introducing information and communication technology (ICT) into education has had an impact on the teacher role perception. To learn about the perceptions of primary school teachers who regularly use computers in teaching, their role and the impact of ICT on the instructional process, a qualitative study was conducted in Estonia. Five teachers who extensively use computers in teaching were interviewed. Narrative logic was used in presenting the research findings. According to the results some of the teachers' roles coincided in traditional and computer‐aided lessons (distributor of knowledge, assessor), some roles were easier to perform with ICT (individualiser, motivator) and some roles had emerged due to ICT (expert of study materials, developer of materials). The essence of a primary school teacher's role has not changed, but the proportions of different roles and tasks have changed.

Instructional approaches: differences between kindergarten and primary school teachers

Abstract: The article discusses kindergarten and primary school teachers’ preferences for instructional approaches and teaching practices. One hundred and thirty‐three teachers from Estonia completed questionnaires. The results showed that the promotion of students’ comprehension and independence, enhancing practical application and individualisation of instruction are highlighted by kindergarten as well as primary school teachers. The major difference between kindergarten and primary school teachers is in the usage of rote learning practices. Using a person‐oriented approach to data analysis, kindergarten teachers’ instructional patterns were shown to be similar to constructivist approaches, and primary school teachers’ patterns similar to traditional and constructivist approaches.

Beliefs about teaching held by student teachers and school-based teacher educators

Abstract: Teachers' beliefs about teaching goals and practices are influenced by several factors, including teaching and mentoring experiences. To identify which teaching goals and practices are preferred for the social and cognitive development of pupils, 112 student teachers and 73 school-based teacher educators were questioned. In contrast to teacher educators, student teachers consider the mechanical acquisition of knowledge and practices that support intrapersonal processes directed toward cognitive development to be a more effective goal, while teachers with mentoring experience prefer teaching practices that support pupils' social development. Knowledge about teaching-related beliefs is essential for promoting effective teacher training.

Language Teaching Strategies' Impact on Third-Grade Students' Reading Outcomes and Reading Interest.

Abstract: Primary school students have difficulties with text comprehension, and therefore support from teachers via proper language teaching strategies is needed. The aim of the study was to determine the impact of language teaching strategies on students’ reading outcomes and reading interest. In the current paper, two reading outcomes – vocabulary knowledge and understanding text – and students’ interest in reading were considered. In the study, 220 Estonian-speaking primary school students and their native language teachers (N = 12) from 12 schools participated. The results revealed that interest in reading, vocabulary knowledge and text comprehension were positively correlated. Path analysis indicated that the strategy of developing reading interest had the strongest impact on both reading outcomes and students’ reading interest. In addition, the strategy of developing vocabulary had a positive effect on students’ vocabulary knowledge. Surprisingly, the strategies of teaching text comprehension and teaching grammar rules had negative effects on students’ reading outcomes and reading interest. The findings emphasise the importance of proper usage of teaching strategies in primary school language lessons.

How to Teach Grammar

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Female Economic Participation with Information and Communication Technology Advancement: Evidence from Sub-Saharan Africa

Abstract: This study complements existing literature by investigating how the advancement in information and communication technology affects the formal economic participation of women. The focus is on 48 African countries for the period 1990-2014. The empirical evidence is based on Ordinary Least Squares, Fixed Effects and the Generalized Method of Moments regressions. The results show that improving communication technology increases female economic participation with the following consistent order of increasing magnitude: mobile phone penetration; internet penetration, and fixed broadband subscriptions. The findings are robust to the control for heterogeneities across countries. Policy implications are discussed.

Practitioner research and professional development in education

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