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Practices used by teachers in relation to errors during whole class interaction

Identifikátory výsledku

  • Kód výsledku v IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00108052" target="_blank" >RIV/00216224:14210/19:00108052 - isvavai.cz</a>

  • Výsledek na webu

  • DOI - Digital Object Identifier

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    Practices used by teachers in relation to errors during whole class interaction

  • Popis výsledku v původním jazyce

    The goal of the research is to identify practices which are chosen by a teacher in relation to students’ errors. The research is focused on the practices that relate to errors made during the whole-class interaction. The research is qualitative, and methods of observation and interviews were used. The data was collected in ninth class of elementary school in the Czech language. Twenty-four lessons were observed from four classes and there were four interviews with teachers from these classrooms. The result of the research is the identification of four practices which are part of dealing with errors. The first two procedures represent the way of teacher's reaction to error. They are characterized as an adaptive reaction to error and a relativization of the wrong answer. The other two teachers' procedures influence the meaning of error in the social environment of the classroom. They are named as a prevention from error for selected students and a minimization of a negative conception of an error.

  • Název v anglickém jazyce

    Practices used by teachers in relation to errors during whole class interaction

  • Popis výsledku anglicky

    The goal of the research is to identify practices which are chosen by a teacher in relation to students’ errors. The research is focused on the practices that relate to errors made during the whole-class interaction. The research is qualitative, and methods of observation and interviews were used. The data was collected in ninth class of elementary school in the Czech language. Twenty-four lessons were observed from four classes and there were four interviews with teachers from these classrooms. The result of the research is the identification of four practices which are part of dealing with errors. The first two procedures represent the way of teacher's reaction to error. They are characterized as an adaptive reaction to error and a relativization of the wrong answer. The other two teachers' procedures influence the meaning of error in the social environment of the classroom. They are named as a prevention from error for selected students and a minimization of a negative conception of an error.

Klasifikace

  • Druh

    O - Ostatní výsledky

  • CEP obor

  • OECD FORD obor

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

Návaznosti výsledku

  • Projekt

    <a href="/cs/project/GA17-03643S" target="_blank" >GA17-03643S: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků</a><br>

  • Návaznosti

    P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Ostatní

  • Rok uplatnění

    2019

  • Kód důvěrnosti údajů

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