Changes in professional vision in preservice teachers after watching own lesson

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F18%3A10380845" target="_blank" >RIV/00216208:11410/18:10380845 - isvavai.cz</a>

Výsledek na webu

—

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Changes in professional vision in preservice teachers after watching own lesson

Popis výsledku v původním jazyce

The aim of the paper is to show differences in aiming of the professional vision of biology preservice teachers (n=30) after watching video of own lesson. Student teachers during pedagogical practice wrote two reflections. The first (pre reflection) was made 24 hours after teaching a lesson, the second (post reflection) was made in the next 14 days with the support of the video from the lesson. Both written reflections were analysed by the qualitative approach. They were divided into units and were coded (according to Sherin, van Es, 2009). The results should show the benefits of individual work with own video for students in some areas of noticing and knowledge-based reasoning. On the contrary, they paid less attention to biology and didactics of biology in reflections supported by video. Here we see the important role of a mentor, which could help students focus again on the subject and subject didactics.

Název v anglickém jazyce

Changes in professional vision in preservice teachers after watching own lesson

Popis výsledku anglicky

The aim of the paper is to show differences in aiming of the professional vision of biology preservice teachers (n=30) after watching video of own lesson. Student teachers during pedagogical practice wrote two reflections. The first (pre reflection) was made 24 hours after teaching a lesson, the second (post reflection) was made in the next 14 days with the support of the video from the lesson. Both written reflections were analysed by the qualitative approach. They were divided into units and were coded (according to Sherin, van Es, 2009). The results should show the benefits of individual work with own video for students in some areas of noticing and knowledge-based reasoning. On the contrary, they paid less attention to biology and didactics of biology in reflections supported by video. Here we see the important role of a mentor, which could help students focus again on the subject and subject didactics.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název statě ve sborníku

PROCEEDINGS OF THE 15TH INTERNATIONAL CONFERENCE EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2018 (ERIE)

ISBN

978-80-213-2858-7

ISSN

2336-744X

e-ISSN

neuvedeno

Počet stran výsledku

7

Strana od-do

250-256

Název nakladatele

Czech University of Life Sciences

Místo vydání

Praha

Místo konání akce

Praha, Česká republika

Datum konání akce

7. 6. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—