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    Wyświetlanie 1-4 z 4
    Tytuł:
    Exploring the Reflective Thinking of Teachers with Structured Unstandardised Network Cards
    Autorzy:
    Sántha, Kálmán
    Powiązania:
    https://bibliotekanauki.pl/articles/2233929.pdf
    Data publikacji:
    2023-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    reflective thinking
    structured unstandardised network cards
    teacher
    evaluation
    qualitative research
    Opis:
    This paper aims to use the methodological characteristics of ego-centred networks in studying teachers’ reflective thinking. This qualitative research illustrates how structured unstandardised network cards, including text corpora and visual elements, can be used in exploring the reflective thinking of a long-serving, experienced teacher. Structured unstandardised network cards ensured the openness of analysis through three factors: the undefined number of circles, the free association of topics concerning teachers’ activities, and comments on these topics. The basis of the analysis was a data-driven, inductive analysis of many concentric circles containing concepts and sectors and the text corpus of the commentary made during the creation of the network card. The reflections concerned the teacher’s career, position, and tasks in the institution. The results discovered the content nodes of reflective thinking, disclosed individual beliefs, and indicated the diversity of pedagogical knowledge. The concepts of ‘human’, ‘teacher’, ‘communication–cooperation’, and ‘renewal’ were included in a complex system by the network card sectors of ‘exercise’, ‘health’, ‘hobby’, ‘free time’, ‘soul’, and ‘family, friends, and colleagues’. Structured unstandardised network cards can explore teachers’ reflective thinking and broaden the research methodology of the topic.
    Źródło:
    The New Educational Review; 2023, 72; 253-268
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Using Unstructured Cognitive Maps to Analyse the Reflective Thinking of Teachers: Results of Qualitative Research
    Autorzy:
    Sántha, Kálmán
    Powiązania:
    https://bibliotekanauki.pl/articles/1963537.pdf
    Data publikacji:
    2020-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    beliefs
    unstructured cognitive map
    qualitative research
    reflective thinking
    Opis:
    In recent years, discourse in education sciences has focussed on the study of the reflective thinking of teachers. Researchers, however, do not agree on how the reflective thinking of teachers can be measured. This qualitative study looks for an answer to the question whether a cognitive map is suitable for the discovery of teachers’ reflections. The study analyses the reflections of a secondary school teacher of mathematics using an unstructured cognitive map. The sample was selected on the basis of availability. The analysis of the map was done deductively, in a concept-driven way, on the basis of the number of contacts (edges) and concepts, central, peripheral and isolated concepts and their degrees, and the levels of the map. The teacher involved was recorded commenting on the process of map-making, which was then transferred to writing. The text corpus was then analysed inductively, in a data-driven way. The results show that the teacher interpreted his own activity - which depends on pedagogical knowledge, beliefs and pedagogical situations - in a complex manner. The filter function of beliefs can be observed when the teacher’s activities and thinking did not match because some internal and external factors. The data from the map contributed to analysis of reflections and the analysis of the map added new elements to existing techniques.
    Źródło:
    The New Educational Review; 2020, 60; 151-164
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Abduction in Teaching: Results of a Qualitative Research
    Autorzy:
    Sántha, Kálmán
    Gyeszli, Edit
    Powiązania:
    https://bibliotekanauki.pl/articles/2057080.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    abduction
    classroom interaction
    unstructured observation
    qualitative research
    Opis:
    The paper discovers the presence of abduction in teachers’ activities and emphasises the role of trichotomous systems (abduction, deduction, induction) in discovering human reality. The paper focuses on the presence of abduction in education sciences research, and its main goal is to detect abduction in teaching activities and classroom interaction. Abduction is a type of reasoning requiring philosophical, logical, and psychological background, distinct from induction and deduction, and it contributes to a viewpoint in social research that strives to make research in human reality easier to understand. The qualitative study involved explores the presence of abduction in teachers’ communication based on unstructured observation. The observation was carried out in a primary school. The objects of observation were the Geography, Art, and PE classes of the same teacher. The data of the class observation were recorded verbatim. The records were processed using an inductive, data-driven method after the classes. The reliability of the process was ensured by intracoding. The results of the observations reflect the presence of abduction in classroom interaction. The results showed that abduction appeared in the Geography, Art, and PE classes observed, and every class witnessed right and wrong abductive conclusions. The paper is relevant to anybody interested in the appearance of abduction in education sciences research and aims at completing the arsenal of tools available for analysing teachers’ activities.
    Źródło:
    The New Educational Review; 2022, 68; 173-185
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teacher Trainees’ Beliefs Concerning Efficient Teaching and Learning – Pedagogical Spaces in Focus
    Autorzy:
    Kálmán, Sántha
    Powiązania:
    https://bibliotekanauki.pl/articles/1967817.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    beliefs
    pedagogical spaces
    Qualitative Comparative Analysis
    teacher training
    Opis:
    The paper focuses on discovering the relationships between pedagogical architecture and classroom didactics. It is looking for an answer to the question what beliefs teacher trainees have about pedagogical spaces, what connections they see between efficient learning and the organisation of pedagogical spaces, and how they would organise space during their own teaching practice. During the study, two methods were used: unstructured reflective diaries (N=29) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The key point of fsQCA data analysis was the conversion of qualitative data into fuzzy sets. This process was done in several steps. Results shed light on the functional space model of the school, and highlighted the significance of individual, social, learning, and private spaces. The complex space representation of the students showed the school architecture, the inner world of the institution, forms, colours, and the unity of objects and internal space. All this has an effect on methodological culture as non-classical space organisation facilitates the use of new generation methods.
    Źródło:
    The New Educational Review; 2019, 55; 17-29
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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