Title: Produktivní práce učitele s žákovskou chybou při komunikaci s celou třídou
Variant title:
- Teachers' productive error management behavior
Source document: Studia paedagogica. 2022, vol. 27, iss. 1, pp. [67]-91
Extent
[67]-91
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2022-1-3
Stable URL (handle): https://hdl.handle.net/11222.digilib/145098
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Předložená empirická studie si klade za cíl identifikovat způsoby učitelské práce s žákovskou chybou, které při komunikaci s celou třídou můžeme označit jako produktivní. To znamená, že učitel v chybové situaci na žákovskou chybu navazuje zpětnou vazbou a využívá ji s cílem podpořit žáka v učení či v modifikaci jeho chybného řešení. Produktivní práce s chybou tak vychází z konstruktivistického pojetí chyby jako příležitosti k učení, která podporuje žákovské učení a vytváří podnětný edukační obsah. Kvalitativní výzkumné šetření bylo realizováno ve čtyřech vybraných třídách 9. ročníku základní školy. Pozorování vyučovacích hodin bylo doplněno o rozhovory s učiteli a vybranými žáky z pozorovaných tříd. V rámci výsledkové části jsou prezentovány konkrétní způsoby produktivní práce s žákovskou chybou, která může nabývat různých podob s ohledem na charakter učební úlohy.
The goal of this paper is to identify the methods of productive error management behavior during whole-class interactions. During this productive approach, teachers tend to respond to student mistakes and use feedback to support students in the modification of incorrect solutions. Productive teacher error management behavior is based on the constructivist approach that considers mistakes to be opportunities to learn. Qualitative research was conducted in Czech language and literature lessons of ninth-grade lower secondary students. The observation of 24 lessons was complemented by interviews with teachers and students. The results reflect specific methods of productive teacher error management behavior that depend on the task and the type of teacher question.
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