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