The stage-based structuring of the teaching process is of key importance for ensuring continuity, internal coherence, and the promotion of pupils’ active participation in classroom instruction. The first of the instructional stages is the introductory phase of instruction, which typically fulfils three core functions: motivating pupils, announcing learning objectives, and assessing prior knowledge. In didactic literature, this phase is also referred to as preparing pupils for learning, the initial phase, the warm-up phase, the motivational phase, the relaxation phase, or the phase of expectation building. The theoretically grounded, empirically tested, and scientifically validated organisation of teaching, which provides the foundation for instructional planning, preparation, and the implementation of direct instruction, is referred to as lesson articulation. The issue of lesson articulation was first systematically addressed by Friedrich Herbart (1776–1841) and was later further developed by numerous didacticians. Despite differences in classification, articulation models proposed by various authors share a similar general framework of lesson structure, consisting of introduction, presentation of new content, consolidation, and assessment. These instructional stages are further subdivided, with each stage being important in its own right. In teaching practice, however, there is often a predominant focus on the presentation of new content and assessment, while other instructional stages may be neglected. Therefore, evaluation represents an essential component of instructional planning and implementation, as well as an important aspect of teachers’ professional development, since it focuses on the quality of teaching and learning.
The aim of this study was to investigate how primary school teachers plan, implement, and evaluate the introductory phase of instruction, as this instructional stage remains under researched. A qualitative research design was employed, using semi-structured interviews and classroom observations supported by observation schedules. The study included 11 primary school teachers, with two lessons observed for each participant. The findings indicate that primary school teachers very frequently incorporate the introductory phase of instruction into their teaching, employing a variety of teaching methods and organisational forms. Ideas for instructional planning of the introductory phase are primarily derived from professional and life experience, as well as from online platforms. Teachers typically devote between 5 and 15 minutes to this phase.
With regard to the introductory phase of instruction, teachers report both similarities and differences across subjects, as well as differences in instructional planning between the first and second educational periods. Primary school teachers perceive the introductory phase of instruction as highly important for pupil motivation, the effective progression of the lesson, and the overall lesson structure. The motivational function was present in all observed lessons. The findings further indicate that teachers positively evaluate their professional development, particularly in terms of diversity of approaches, continuous professional learning, flexibility, and professional confidence. The results provide valuable insight into the instructional planning, implementation, and evaluation of the introductory phase of instruction among primary school teachers.
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