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EVALUATION OF ONE'S OWN LESSON WITH AND WITHOUT THE USE OF VIDEO IN THE FUTURE OF BIOLOGY TEACHERS

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10392882" target="_blank" >RIV/00216208:11410/19:10392882 - isvavai.cz</a>

  • Result on the web

  • DOI - Digital Object Identifier

Alternative languages

  • Result language

    angličtina

  • Original language name

    EVALUATION OF ONE'S OWN LESSON WITH AND WITHOUT THE USE OF VIDEO IN THE FUTURE OF BIOLOGY TEACHERS

  • Original language description

    The evaluation of the event which happened in the lesson is a very important part of the teaching process [2]. The teacher can change the next conduct in the lesson by repetition or improvement of successful events and avoid the failed events [1]. The aim of this paper is to examine the evaluative statements in the biology of preservice teachers&apos; reflections: (1) sharing of evaluative statements in the whole reflection, (2) whether these statements are positive/negative/mixed, (3) whether they are in agreement with the mentor and (4) if there are some differences in reflections written after teaching at ISCED 2 and ISCED 3 schools. Participants of the research were ten biology preservice teachers. Four written reflections were collected from each participant, pre and post reflections of the lesson at the ISCED 2 school and pre and post reflections of lesson at the ISCED 3 school. Pre reflections were written within 24 hours after participant&apos;s teaching, while post reflections were written after watching their own video within 14 days after teaching. All reflections were coded according to Sherin and van Es categorical system (2009) [3]. The statements of Evaluation and Interpret (if it included an evaluation of the lesson) were chosen. It was found that a total percentage of statements with the evaluation was increasing in post reflection, mainly at ISCED 2. There were more positive evaluations in pre reflections by participants who taught at ISCED 2. The representation of positive statements changed with an increase of negative statements in post reflections by this group of respondents. In pre reflections by participants teaching at ISCED 3 schools, the negative evaluation dominated the results. It did not change even when watching the video from the lesson. These future biology teachers can probably better assess their teaching so the evaluation of the lesson will not change. The percentage of mixed statements were very balanced for both groups of respondent in both reflections and stages of schools. The total agreement with the mentor was essentially the same for both types of reflections and both types of schools, ranging from 83 % to 87 %. Inconsistency with the mentor appeared in both positive and negative evaluations. In the contribution there is also a focus of statements discussed.

  • Czech name

  • Czech description

Classification

  • Type

    D - Article in proceedings

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

  • Continuities

    S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Others

  • Publication year

    2019

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Article name in the collection

    13TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED2019)

  • ISBN

    978-84-09-08619-1

  • ISSN

    2340-1079

  • e-ISSN

  • Number of pages

    5

  • Pages from-to

    2249-2253

  • Publisher name

    Neuveden

  • Place of publication

    Valencia

  • Event location

    Valencia, Spain

  • Event date

    Mar 11, 2019

  • Type of event by nationality

    WRD - Celosvětová akce

  • UT code for WoS article

    000536018102050