Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F19%3A00107416" target="_blank" >RIV/00216224:14410/19:00107416 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.sciencedirect.com/science/article/pii/S2210656119300510?dgcid=author" target="_blank" >https://www.sciencedirect.com/science/article/pii/S2210656119300510?dgcid=author</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.lcsi.2019.05.001" target="_blank" >10.1016/j.lcsi.2019.05.001</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach

Popis výsledku v původním jazyce

The purpose of this study was to investigate the socialization of a student teacher on teaching practice into the discursive community of the classroom. Discourse analysis of interviews and video recordings of classes taught by a student teacher and cooperating teacher was conducted. The results showed interpretative repertoires of classroom management of the cooperating teacher and the student teacher, where those of the student teacher are more learner-centered. However, during the teaching practice of the student teacher, the teacher-centered approach is reproduced, especially through rituals and teaching practices. The implications for undergraduate teacher education are discussed.

Název v anglickém jazyce

Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach

Popis výsledku anglicky

The purpose of this study was to investigate the socialization of a student teacher on teaching practice into the discursive community of the classroom. Discourse analysis of interviews and video recordings of classes taught by a student teacher and cooperating teacher was conducted. The results showed interpretative repertoires of classroom management of the cooperating teacher and the student teacher, where those of the student teacher are more learner-centered. However, during the teaching practice of the student teacher, the teacher-centered approach is reproduced, especially through rituals and teaching practices. The implications for undergraduate teacher education are discussed.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA16-02177S" target="_blank" >GA16-02177S: Strategie řízení třídy u studentů učitelství a zkušených učitelů (jejich cvičných učitelů) na druhém stupni základní školy</a><br>

Návaznosti

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

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název periodika

Learning, Culture and Social Interaction

ISSN

2210-6561

e-ISSN

2210-6561

Svazek periodika

22

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

11

Strana od-do

1-11

Kód UT WoS článku

000482872800005

EID výsledku v databázi Scopus

2-s2.0-85065958752