Strategies used by teachers to support learning of lower secondary school pupils from educational text resources

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F19%3AA21029FN" target="_blank" >RIV/61988987:17450/19:A21029FN - isvavai.cz</a>

Result on the web

<a href="https://library.iated.org/view/CERVENKOVA2019STR" target="_blank" >https://library.iated.org/view/CERVENKOVA2019STR</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/edulearn.2019.1381" target="_blank" >10.21125/edulearn.2019.1381</a>

Result language

angličtina

Original language name

Strategies used by teachers to support learning of lower secondary school pupils from educational text resources

Original language description

The study presents empirical findings related to ways of supporting pupils' learning based on textbooks and other text-based resources. Based on previous researches and direct participated observation during class (2008-2010) we found that printed textbook has an essential role for learning and teaching. While pupils rarely use it in order to prepare for class, it is used extensively (often and with high frequency) at school and for many purposes [1], [2]. Teachers use them primarily as a resource in order to prepare for classes and often as a guideline for didactic proceeding during their own classes. What role do textbooks have in supporting pupils' learning and does the role differ from other text-based resources (especially digital ones)? How does or doesn't textbook help the teaching process and what kind of teaching support can teacher provide thanks to it? The main goal of the research was to identify strategies used by primary school teachers to support their pupils' learning when working with educational resources. The research design used qualitative methodological procedures. Based on the content analysis of textbooks and semi-structured in-depth interviews with teachers of various subjects, we verified what kind of educational resources teachers use in their class, to what extent and for what purpose. Subsequently, our goal was to find which components in teaching and learning materials are considered by teachers as supportive and how do teachers use them to make pupils' learning more effective. Data was analysed through typological analysis. We found out that some of the strategies applied by teachers' respect constructivist approaches or apply principles that enable active learning. But we also identified strategies that have a rigid character. We assessed these strategies in relation to the learning content, teacher's teaching concept and the type of educational resource used. The theoretical foundations of the research are socio-cultural approaches

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

—

OECD FORD branch

50300 - Education

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2019

Confidentiality

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

Article name in the collection

EDULEARN19 Proceedings

ISBN

978-84-09-12031-4

ISSN

2340-1117

e-ISSN

—

Number of pages

10

Pages from-to

5669-5678

Publisher name

IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT

Place of publication

Palma, Spain

Event location

Palma, Spain

Event date

Jul 1, 2019

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

000553304900022