Analysis of teachers' didactic practices in relation to students' learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F24%3AA2502NTY" target="_blank" >RIV/61988987:17450/24:A2502NTY - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/VACLAVIK2024ANA" target="_blank" >https://library.iated.org/view/VACLAVIK2024ANA</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2024.0766" target="_blank" >10.21125/inted.2024.0766</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Analysis of teachers' didactic practices in relation to students' learning

Popis výsledku v původním jazyce

There are many questions about the quality and effectiveness of teaching and pupils' learning. One area of these questions is the role of teachers' pedagogical methods and practices in relation to the learning process and pupil outcomes. This current issue is being addressed all over the world. In the Czech Republic, too, the question is being addressed in the context of efforts to make the teacher's work in the classroom more effective. It has been shown that the issue is linked to cultural differences and national customs, among other things. This paper presents a research analysis that seeks to answer the question, what teacher practices in teaching have a positive impact on student learning and educational outcomes? Through a secondary analysis of selected PISA datasets for the Czech Republic, the study seeks to answer this question. The paper presents the results of a statistical analysis conducted on a sample of more than 3000 Czech pupils. It not only describes the state and level of education of 15-year-old pupils in the Czech Republic, but also presents the methodological approach to secondary analyses of big data. The results show that in many areas there is a relationship between teachers' didactic practices and pupils' learning. Very often even in cases where we would not expect it. On the other hand, the data analysis showed that in many cases there is no such relationship, even though we clearly expected it.

Název v anglickém jazyce

Analysis of teachers' didactic practices in relation to students' learning

Popis výsledku anglicky

There are many questions about the quality and effectiveness of teaching and pupils' learning. One area of these questions is the role of teachers' pedagogical methods and practices in relation to the learning process and pupil outcomes. This current issue is being addressed all over the world. In the Czech Republic, too, the question is being addressed in the context of efforts to make the teacher's work in the classroom more effective. It has been shown that the issue is linked to cultural differences and national customs, among other things. This paper presents a research analysis that seeks to answer the question, what teacher practices in teaching have a positive impact on student learning and educational outcomes? Through a secondary analysis of selected PISA datasets for the Czech Republic, the study seeks to answer this question. The paper presents the results of a statistical analysis conducted on a sample of more than 3000 Czech pupils. It not only describes the state and level of education of 15-year-old pupils in the Czech Republic, but also presents the methodological approach to secondary analyses of big data. The results show that in many areas there is a relationship between teachers' didactic practices and pupils' learning. Very often even in cases where we would not expect it. On the other hand, the data analysis showed that in many cases there is no such relationship, even though we clearly expected it.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název statě ve sborníku

INTED2024 Proceedings

ISBN

978-84-09-59215-9

ISSN

2340-1079

e-ISSN

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Počet stran výsledku

4

Strana od-do

2817-2820

Název nakladatele

INTED2024 Proceedings

Místo vydání

Valencia

Místo konání akce

Valencia

Datum konání akce

4. 3. 2024

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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