FUTURE SECONDARY TEACHERS' KNOWLEDGE-BASED REASONING WHEN OBSERVING A LESSON
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10364017" target="_blank" >RIV/00216208:11410/17:10364017 - isvavai.cz</a>
Nalezeny alternativní kódy
RIV/00216208:11320/17:10364017
Výsledek na webu
<a href="http://erie.pef.czu.cz/Documents/ERIE2017.pdf" target="_blank" >http://erie.pef.czu.cz/Documents/ERIE2017.pdf</a>
DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
FUTURE SECONDARY TEACHERS' KNOWLEDGE-BASED REASONING WHEN OBSERVING A LESSON
Popis výsledku v původním jazyce
The aim of the paper is to shed more light on noticing skills and reasoning of 94 student teachers of biology, English and mathematics. Their written reflections about a lesson were divided into units and coded for comments on expert 'important moments'. Just before entering teaching, students did not demonstrate good noticing skills. The English language students recorded fewer moments, however, they commented on them at a qualitatively higher level. Mathematics and biology students described and/or evaluated in 50 % of cases, while the English language students did so only in 20 % and otherwise included explanations. The whole sample noticed moments connected to teaching methods more, at the expense of tasks and the teacher. It has implications for teacher education courses should aim at developing student teachers' noticing skills in terms of the choice and implementation of tasks and their ability to interpret events from lessons.
Název v anglickém jazyce
FUTURE SECONDARY TEACHERS' KNOWLEDGE-BASED REASONING WHEN OBSERVING A LESSON
Popis výsledku anglicky
The aim of the paper is to shed more light on noticing skills and reasoning of 94 student teachers of biology, English and mathematics. Their written reflections about a lesson were divided into units and coded for comments on expert 'important moments'. Just before entering teaching, students did not demonstrate good noticing skills. The English language students recorded fewer moments, however, they commented on them at a qualitatively higher level. Mathematics and biology students described and/or evaluated in 50 % of cases, while the English language students did so only in 20 % and otherwise included explanations. The whole sample noticed moments connected to teaching methods more, at the expense of tasks and the teacher. It has implications for teacher education courses should aim at developing student teachers' noticing skills in terms of the choice and implementation of tasks and their ability to interpret events from lessons.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2017
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
PROCEEDINGS OF THE 14TH INTERNATIONAL CONFERENCE EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2017 (ERIE)
ISBN
978-80-213-2762-7
ISSN
2336-744X
e-ISSN
neuvedeno
Počet stran výsledku
9
Strana od-do
536-544
Název nakladatele
CZECH UNIVERSITY LIFE SCIENCES PRAGUE
Místo vydání
PRAGUE 6
Místo konání akce
Prague
Datum konání akce
8. 6. 2017
Typ akce podle státní příslušnosti
EUR - Evropská akce
Kód UT WoS článku
000409038600065