2012
Interaction of Teachers’ Explanations with Pupils’ Clarifying Strategies
ŠALAMOUNOVÁ, ZuzanaZákladní údaje
Originální název
Interaction of Teachers’ Explanations with Pupils’ Clarifying Strategies
Název česky
Interaction of Teachers’ Explanations with Pupils’ Clarifying Strategies
Autoři
Vydání
The European Conference on Educational Research 2012, Cádiz, 18 -21. September, 2012, 2012
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50300 5.3 Education
Stát vydavatele
Španělsko
Utajení
není předmětem státního či obchodního tajemství
Označené pro přenos do RIV
Ano
Kód RIV
RIV/00216224:14210/12:00057772
Organizační jednotka
Filozofická fakulta
Klíčová slova česky
explanační postupy učitelů; vyjasňující strategie žáků; pedagogická komunikace
Klíčová slova anglicky
explanation; clarifying strategies; educational communication
Štítky
Změněno: 10. 4. 2013 22:24, Mgr. Vendula Hromádková
Anotace
V originále
Educational communication consists of two simultaneous and interdependent processes: (i) in the first process the teacher attempts to effectively convey the meaning to pupils while using adequate verbal and non-verbal messages (Chesebro, McCroskey, 1998), and paralinguistic features. Their explanation focuses both on content and on the process of describing of the content, and it comprises both verbal and visual messages; (ii) in the second process pupils actively enter the process of the construction of meaning and through their interaction with information their ascribe significance to the meanings (McCallum, Hargreaves, Gipps, 2000). To this aim, pupils use clarification strategies (Civikly, 1992; Darling, 1989). This paper is based on micro-analysis of particular speech acts (Keating, 2001) and its research question is as follows: How does the teacher's explanation correspond with pupils' perception of it? The answering of the question allows to identify (i) how meanings that are ascribed to various speech acts by pupils and teachers differ; (ii) what causes these different perceptions; (iii) what the implications are for the processes of teaching and learning.
Návaznosti
| GD406/09/H040, projekt VaV |
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