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

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

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

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název statě ve sborníku

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

ISBN

978-84-09-08619-1

ISSN

2340-1079

e-ISSN

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Počet stran výsledku

5

Strana od-do

2249-2253

Název nakladatele

Neuveden

Místo vydání

Valencia

Místo konání akce

Valencia, Spain

Datum konání akce

11. 3. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000536018102050