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Strategies used by teachers to support learning of lower secondary school pupils from educational text resources

Identifikátory výsledku

  • Kód výsledku v IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F19%3AA21029FN" target="_blank" >RIV/61988987:17450/19:A21029FN - isvavai.cz</a>

  • Výsledek na webu

    <a href="https://library.iated.org/view/CERVENKOVA2019STR" target="_blank" >https://library.iated.org/view/CERVENKOVA2019STR</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.21125/edulearn.2019.1381" target="_blank" >10.21125/edulearn.2019.1381</a>

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    Strategies used by teachers to support learning of lower secondary school pupils from educational text resources

  • Popis výsledku v původním jazyce

    The study presents empirical findings related to ways of supporting pupils' learning based on textbooks and other text-based resources. Based on previous researches and direct participated observation during class (2008-2010) we found that printed textbook has an essential role for learning and teaching. While pupils rarely use it in order to prepare for class, it is used extensively (often and with high frequency) at school and for many purposes [1], [2]. Teachers use them primarily as a resource in order to prepare for classes and often as a guideline for didactic proceeding during their own classes. What role do textbooks have in supporting pupils' learning and does the role differ from other text-based resources (especially digital ones)? How does or doesn't textbook help the teaching process and what kind of teaching support can teacher provide thanks to it? The main goal of the research was to identify strategies used by primary school teachers to support their pupils' learning when working with educational resources. The research design used qualitative methodological procedures. Based on the content analysis of textbooks and semi-structured in-depth interviews with teachers of various subjects, we verified what kind of educational resources teachers use in their class, to what extent and for what purpose. Subsequently, our goal was to find which components in teaching and learning materials are considered by teachers as supportive and how do teachers use them to make pupils' learning more effective. Data was analysed through typological analysis. We found out that some of the strategies applied by teachers' respect constructivist approaches or apply principles that enable active learning. But we also identified strategies that have a rigid character. We assessed these strategies in relation to the learning content, teacher's teaching concept and the type of educational resource used. The theoretical foundations of the research are socio-cultural approaches

  • Název v anglickém jazyce

    Strategies used by teachers to support learning of lower secondary school pupils from educational text resources

  • Popis výsledku anglicky

    The study presents empirical findings related to ways of supporting pupils' learning based on textbooks and other text-based resources. Based on previous researches and direct participated observation during class (2008-2010) we found that printed textbook has an essential role for learning and teaching. While pupils rarely use it in order to prepare for class, it is used extensively (often and with high frequency) at school and for many purposes [1], [2]. Teachers use them primarily as a resource in order to prepare for classes and often as a guideline for didactic proceeding during their own classes. What role do textbooks have in supporting pupils' learning and does the role differ from other text-based resources (especially digital ones)? How does or doesn't textbook help the teaching process and what kind of teaching support can teacher provide thanks to it? The main goal of the research was to identify strategies used by primary school teachers to support their pupils' learning when working with educational resources. The research design used qualitative methodological procedures. Based on the content analysis of textbooks and semi-structured in-depth interviews with teachers of various subjects, we verified what kind of educational resources teachers use in their class, to what extent and for what purpose. Subsequently, our goal was to find which components in teaching and learning materials are considered by teachers as supportive and how do teachers use them to make pupils' learning more effective. Data was analysed through typological analysis. We found out that some of the strategies applied by teachers' respect constructivist approaches or apply principles that enable active learning. But we also identified strategies that have a rigid character. We assessed these strategies in relation to the learning content, teacher's teaching concept and the type of educational resource used. The theoretical foundations of the research are socio-cultural approaches

Klasifikace

  • Druh

    D - Stať ve sborníku

  • CEP obor

  • OECD FORD obor

    50300 - Education

Návaznosti výsledku

  • Projekt

  • Návaznosti

    S - Specificky vyzkum na vysokych skolach

Ostatní

  • Rok uplatnění

    2019

  • Kód důvěrnosti údajů

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

Údaje specifické pro druh výsledku

  • Název statě ve sborníku

    EDULEARN19 Proceedings

  • ISBN

    978-84-09-12031-4

  • ISSN

    2340-1117

  • e-ISSN

  • Počet stran výsledku

    10

  • Strana od-do

    5669-5678

  • Název nakladatele

    IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT

  • Místo vydání

    Palma, Spain

  • Místo konání akce

    Palma, Spain

  • Datum konání akce

    1. 7. 2019

  • Typ akce podle státní příslušnosti

    WRD - Celosvětová akce

  • Kód UT WoS článku

    000553304900022