Subjective Conception of Students´ Self-Regulated Learning from the Perspective of a Beginner Teacher

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F12%3A43867929" target="_blank" >RIV/70883521:28150/12:43867929 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.5539/ass.v8n10p228" target="_blank" >http://dx.doi.org/10.5539/ass.v8n10p228</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5539/ass.v8n10p228" target="_blank" >10.5539/ass.v8n10p228</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Subjective Conception of Students´ Self-Regulated Learning from the Perspective of a Beginner Teacher

Popis výsledku v původním jazyce

The authors of the paper contemplate changes in contemporary society and their impact on the culture of education. In accordance with Leirman the authors see a shift in current education from a culture of experts and prophets to a more practical engineering and communicator culture. Along with Keller and Tvrdý they do not view the shift as a decline but rather as a transition from heroism to practicality. Following the selected theoretical foundations the paper focuses on what the teacher's conception of students´ self-regulated learning is and whether there are particular differences in the conception of teaching in novice teachers and teachers with teaching experience. The aim of the survey is to map the existing, statistically significant differences in beliefs of beginning and practicing teachers on selected areas of teaching, namely the content of teaching, interaction with the student, the methods of teaching and evaluation of the student.

Název v anglickém jazyce

Subjective Conception of Students´ Self-Regulated Learning from the Perspective of a Beginner Teacher

Popis výsledku anglicky

The authors of the paper contemplate changes in contemporary society and their impact on the culture of education. In accordance with Leirman the authors see a shift in current education from a culture of experts and prophets to a more practical engineering and communicator culture. Along with Keller and Tvrdý they do not view the shift as a decline but rather as a transition from heroism to practicality. Following the selected theoretical foundations the paper focuses on what the teacher's conception of students´ self-regulated learning is and whether there are particular differences in the conception of teaching in novice teachers and teachers with teaching experience. The aim of the survey is to map the existing, statistically significant differences in beliefs of beginning and practicing teachers on selected areas of teaching, namely the content of teaching, interaction with the student, the methods of teaching and evaluation of the student.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA406%2F09%2F1240" target="_blank" >GA406/09/1240: Kognitivní a nonkognitivní determinanty rozvoje autoregulace učení studentů pomáhajících profesí.</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2012

Kód důvěrnosti údajů

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

Název periodika

Asian Social Science

ISSN

1911-2017

e-ISSN

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Svazek periodika

8

Číslo periodika v rámci svazku

10

Stát vydavatele periodika

CA - Kanada

Počet stran výsledku

12

Strana od-do

228-239

Kód UT WoS článku

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EID výsledku v databázi Scopus

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