Page 6 - IDEA Studie 5 2022 Vyucovaci metody

INTENZITA POUŽÍVÁNÍ VYUČOVACÍCH METOD UČITELI A JEJICH VZTAH S VÝSLEDKY VZDĚLÁVÁNÍ IDEA 2022 • Our results point to three key findings: o In the 4th year of primary school (in the Czech Republic), or at the equivalent level abroad, lessons teaching maths or reading in Europe most frequently involve lecturing and methods that lead to comprehension; these are used in approximately 3/4 of lessons. In 2/3 of lessons teachers use methods that lead to appropriation. Pupils are tested in slightly more than 1/3 of lessons. In Western and Northern European countries teachers use all four listed approaches less intensively; they are used most intensely in Romania and Hungary. o The Czech Republic is one of the countries in which teachers use these methods with lower intensity. Czech teachers in the lower stage of primary school most often use comprehension methods (in 3/4 of lessons). In more than half of all lessons, teachers lecture and pupils work on subject appropriation (individual work). Tests take place in 30% of lessons. Lecturing and testing are used more frequently in mathematics lessons than in reading lessons. Other teacher and school characteristics are not correlated with the intensity of teaching method use. o For Czech pupils, methods leading to comprehension are positively related to progress in reading and mathematics between the 4th and 6th years of primary school, while methods leading to appropriation are negatively related to progress. Lecturing is not significantly associated with the rate of progress in either subject. • These results suggest that teachers’ methodological choices can affect pupils’ educational trajectories. Nevertheless, the methodological and data limitations of our analysis mean that further applied pedagogical research is needed in order to establish whether our results are robust, as well as how well suited the various methods are to particular educational situations and particular groups of pupils. Such findings would be of substantial added value for the planned revision of the Framework Education Programmes, and especially for their subsequent effective implementation in the classroom. 4