Teacher's Concept of Constructivism in Real Conditions of School Teaching
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73589334" target="_blank" >RIV/61989592:15410/18:73589334 - isvavai.cz</a>
Výsledek na webu
<a href="http://redfame.com/journal/index.php/jets/issue/view/181" target="_blank" >http://redfame.com/journal/index.php/jets/issue/view/181</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.11114/jets.v6i11a.3810" target="_blank" >10.11114/jets.v6i11a.3810</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Teacher's Concept of Constructivism in Real Conditions of School Teaching
Popis výsledku v původním jazyce
In the paper is observed the teacher's concept and realization of the conception of constructivism in the real conditions of school teaching. Constructivist pedagogy, despite numerous curricular reforms, is not sufficiently implemented in the real conditions of school teaching. We ask ourselves a question about which of the didactic implications has the constructivist epistemology in teaching. Teacher's concept of teaching as a general strategy for teacher's thinking and negotiation is the basis for planning constructivist-oriented teaching and for its actual practice in the lesson. In the theoretical part of the paper is represented the significance of the term teacher's conception of constructivist-oriented teaching and its real understanding of the constructivism theory in terms of school teaching. Based on the results of a research conducted through a questionnaire survey and a direct observation of lessons, we bring closer the reality of teaching of this epistemology, different perspectives, the teachers themselves as constructors of this paradigm.
Název v anglickém jazyce
Teacher's Concept of Constructivism in Real Conditions of School Teaching
Popis výsledku anglicky
In the paper is observed the teacher's concept and realization of the conception of constructivism in the real conditions of school teaching. Constructivist pedagogy, despite numerous curricular reforms, is not sufficiently implemented in the real conditions of school teaching. We ask ourselves a question about which of the didactic implications has the constructivist epistemology in teaching. Teacher's concept of teaching as a general strategy for teacher's thinking and negotiation is the basis for planning constructivist-oriented teaching and for its actual practice in the lesson. In the theoretical part of the paper is represented the significance of the term teacher's conception of constructivist-oriented teaching and its real understanding of the constructivism theory in terms of school teaching. Based on the results of a research conducted through a questionnaire survey and a direct observation of lessons, we bring closer the reality of teaching of this epistemology, different perspectives, the teachers themselves as constructors of this paradigm.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2018
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Journal of Education and Training Studies
ISSN
2324-805X
e-ISSN
—
Svazek periodika
6/201/
Číslo periodika v rámci svazku
11a
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
6
Strana od-do
133-138
Kód UT WoS článku
—
EID výsledku v databázi Scopus
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