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    Wyświetlanie 1-4 z 4
    Tytuł:
    Adopting Lesson Study to Enhance Pre-Service Teachers’ Pedagogical Knowledge
    Autorzy:
    Triyanto, -
    Handayani, Rif’ati Dina
    Powiązania:
    https://bibliotekanauki.pl/articles/1968196.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    lesson study
    pedagogical knowledge
    pre-service teachers
    teaching practices
    Opis:
    Most pre-service teachers work individually in preparing their teaching and learning activities and rarely work closely with others. The purpose of this research was to investigate pre-service teacher pedagogical knowledge through lesson study. Data were collected with the use of an interview and observation. Qualitative data were analyzed in four stages: organizing data, exploring and sorting data, descriptive analysis, invention interpretation, and validation. Results indicated that lesson study enhanced pedagogical knowledge of the pre-service teacher in planning, preparation, teaching strategies, problem-solving, classroom management, questioning skills, and assessment. Lesson study enhanced the pre-service teacher’s experience by comprehensively focusing on all facets of school in learning and teaching settings offering learning experiences.
    Źródło:
    The New Educational Review; 2019, 56; 244-254
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Experience of Student Teachers as a Source of their Pedagogical Knowledge
    Autorzy:
    Svec, Vlastimil
    Powiązania:
    https://bibliotekanauki.pl/articles/51636711.pdf
    Data publikacji:
    2004-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    experiential learning
    educational experience
    pedagogical knowledge
    self-reflection
    educational situation
    student teacher
    Opis:
    The article outlines the transformation of educational experience of student teachers in solving educational situations into their pedagogical knowledge, using self-reflection. Self-reflection is not understood here only as a turn to the past (to what a student was doing) but mainly to the future. So it does not concern introspection, but active anticipation of new educational situations by a student and his/her practical behaviour. The author tried to determine basic moments of the process of transforming educational experience into knowledge: attempts of a student to act actively in an educational situation, feed-back from students (how their attention was attracted during microteaching), but also from observing colleagues, self-reflection, students searching for the dynamism of his/her behaviour (contrasts between what he/she already knows and what he/she still does not know, what he/she still lacks to manage the situation, which can lead to understanding this situation), the repetition of student attempts to act in another educational situation, the higher level of student self-reflection with the utilization of feedback.
    Źródło:
    The New Educational Review; 2004, 4; 57-69
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Implicit Knowledge – a New Phenomenon in Teacher Education
    Autorzy:
    Švec, Vlastimil
    Powiązania:
    https://bibliotekanauki.pl/articles/29520340.pdf
    Data publikacji:
    2006-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    implicit pedagogical knowledge
    student teachers
    experiential learning
    authentic experience
    self-reflection
    sharing of experience
    pedagogical condition
    Opis:
    This paper draws attention to the significance of implicit pedagogical knowledge in the educational process of future teaching staff. Implicit pedagogical knowledge is here understood to be the “hidden” knowledge of students of teaching, which originates on the basis of their prior experience, is derived from a student’s implicit theories of learning and teaching, is interlinked with their explicit knowledge – and which influences the behaviour of the student in a pedagogical situation. In the process of creating and developing implicit pedagogical knowledge, the author considers the following to be key elements: self-reflection and the publicising and sharing of pedagogical experience. He indicates that it is absolutely essential that the traditional understanding (such as has been handed down to-date in the literature) be enriched by a new dimension – and especially by the dimension of one’s personality. He offers a newly-coined term “pedagogical condition”, which is understood to describe the ability and flexibility of a student to behave proactively under a variety of pedagogical situations.
    Źródło:
    The New Educational Review; 2006, 10; 183-194
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Expert Teachers’ Interactive Cognition: an Analysis of Stimulated Recall Interviews
    Autorzy:
    Tůma, František
    Píšová, Michaela
    Najvar, Petr
    Janíková, Věra
    Powiązania:
    https://bibliotekanauki.pl/articles/2031656.pdf
    Data publikacji:
    2014-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    interactive cognition
    stimulated recall
    pedagogical content knowledge
    foreign language teaching
    Opis:
    The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.
    Źródło:
    The New Educational Review; 2014, 36; 289-299
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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