Muutunud õpikäsituse keeleline konstrueerimine

Abstract

Oppimise-opetamise paradigmana on peavoolu tousnud konstruktivism, mis – ehkki rikas eri teooriatest – naeb oppimist indiviidi teadmiste kogemusliku ulesehitamisena. Konstruktivistlikust opikasitusest lahtub ka Haridus- ja Teadusministeeriumi Eesti elukestva oppe strateegia 2020, milles keskse moistena sonastatud muutunud opikasitust nahakse oppija individuaalset ja sotsiaalset arengut toetavana, opioskusi, loovust ja ettevotlikkust arendavana. See tahendab ulatuslikku sisulist haridusuuendust, enamiku sotsiaalsete reformide takistajaks voib aga saada see, kuidas inimesed tegelikkuses toimuvaid muutusi kogevad. Ka Eesti haridusmaastiku tegeliku muutuse otsustab individuaalsete ja kollektiivsete tahenduste uhtimine ning uhtne rakendus hariduse argisituatsioonides. Niisugusel taustal kavandatud uuringu eesmargiks on kirjeldada, kuidas muutunud opikasituse tahendust konstrueeritakse ja milliste diskursustega seda seostatakse. Poolstruktureeritud fookusruhmaintervjuude alusel uuriti kriitilise diskursuseanaluusi meetodil, kuidas konstrueerivad vana, osati siiani kaibiva ning uue, muutunud opikasituse tahendusi Eesti hariduse sidusruhmad. Uhtlasi vaadati samal moel osalejate agentsust, mis annab vastuse, kas sidusruhmad kirjeldavad ennast muutustes osalejate ja neisse panustajana voi on muutunud opikasituse joustumine nende arusaamade kohaselt kellegi teise vastutus. Eesti hariduse sidusruhmadena uuriti viit ametialaselt vastutavat fookusgruppi: opetajakoolituse teadlastest oppejoud, hariduse tugiasutuste ametnikud, kohalike omavalitsuste haridusametnikud, koolijuhid ja opetajad. Tulemusena selgus, et muutunud opikasituse tahendusist raagitakse ja neid toetatakse, kuid praktikas nimetatud pohimotteid ei kasutata. Sidusruhmad naevad uksteist pigem takistuse kui koostoopartnerina. Linguistic construction of a changed learning approach According to the Estonian Lifelong Learning Strategy 2020 of the Ministry of Education and Research, a changed learning approach is an approach supporting the individual and social development, learning skills, creativity and enterprisingness of a learner. The aim of the study is to describe which discourses are associated with the changed learning approach and whether they coincide with the indicators created in the official discourse. Also, the aim is to determine, based on language use, how the stakeholders themselves relate to the education innovation. Five focus groups were studied as stakeholders: teacher training faculty researchers, officials from education support bodies, education officials from local governments, school headmasters and teachers. The data collected from the interviews with focus groups were analysed by using the critical discourse analysis method. As the result, it appeared that the changed learning approach is connected with discourses formulated in educational documents and professional literature (discourse of the changed teacher-student relationship, changed learning environment discourse etc.), however, the descriptions of the stakeholders often do not refer to these changes. Almost all stakeholders formulated the need for cooperation but did not so much list the other stakeholders as a contributing factor. Therefore, it appeared that stakeholders saw other stakeholders more as preventive factors. The results of the study indicated that there are several contradictions between the descriptions of changed learning approach and an opposition is created where the participants handle the meanings of changed learning approach in the context of their own work. The new meanings of the changed learning approach are discussed but not used in practice.