Acceleration Tendencies in Initial Primary School Lessons

Summary Time use in teaching remains largely unexplored, particularly with regard to the early years of primary schoolwhich play a crucial role in the transition between kindergarten and primary school. This article reports findings from a secondary analysis of teachers’ speed-related statements in 59 recorded lessons at the beginning of primary education based on qualitative content analyses. It reveals a focus on temporal aspects throughout these initial lessons, with teachers showing a pronounced inclination to encourage acceleration, particularly during students’ learning phases. Based on this examination of the verbal expressions about allocating time to learning processes, the article discusses the potential implications of acceleration tendencies in initial primary school lessons.