Projection Technique and Concept Mapping: Supportive Tools for Reflection of Pedagogical Knowledge

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F03%3A00004612" target="_blank" >RIV/60076658:12410/03:00004612 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14410/03:00008692

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Projection Technique and Concept Mapping: Supportive Tools for Reflection of Pedagogical Knowledge

Popis výsledku v původním jazyce

There are lot of different views on the relationship between theory and practice in education. Investigation of pedagogical knowledge with the distinction between formal and practical knowledge can lead to a better understanding of this relationship. Students´ reflective learning can be stimulated by various techniques or instruments. This paper illustrates and discusses the use of projection technique and concept mapping as tools fostering the pedagogical knowledge. As an example an investigation intostudent teachers pedagogical knowledge is presented. With reference to Shulman, we work with a system of six categories of pedagogical knowledge. Both tools are evaluated in the conclusion - they seem to be "too open", subjective and idiosyncratic - which has consequences for methodology in research on pedagogical knowledge (triangulation).

Název v anglickém jazyce

Projection Technique and Concept Mapping: Supportive Tools for Reflection of Pedagogical Knowledge

Popis výsledku anglicky

There are lot of different views on the relationship between theory and practice in education. Investigation of pedagogical knowledge with the distinction between formal and practical knowledge can lead to a better understanding of this relationship. Students´ reflective learning can be stimulated by various techniques or instruments. This paper illustrates and discusses the use of projection technique and concept mapping as tools fostering the pedagogical knowledge. As an example an investigation intostudent teachers pedagogical knowledge is presented. With reference to Shulman, we work with a system of six categories of pedagogical knowledge. Both tools are evaluated in the conclusion - they seem to be "too open", subjective and idiosyncratic - which has consequences for methodology in research on pedagogical knowledge (triangulation).

Druh

D - Stať ve sborníku

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

<a href="/cs/project/GA406%2F02%2F1247" target="_blank" >GA406/02/1247: Implicitní pedagogické znalosti a možnosti autoregulace procesu jejich rozvíjení</a><br>

Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2003

Kód důvěrnosti údajů

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

Název statě ve sborníku

Improving Learning, Fostering the Will to Learn - Abstracts

ISBN

88-7178-975-X

ISSN

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e-ISSN

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Počet stran výsledku

1

Strana od-do

590

Název nakladatele

CLEUP, Via G. Belzoni, 118/3

Místo vydání

Padova

Místo konání akce

Padova

Datum konání akce

26. 8. 2003

Typ akce podle státní příslušnosti

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Kód UT WoS článku

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