2014
Improving Teacher Feedback During Action Research Projects
ŠVAŘÍČEK, RomanZákladní údaje
Originální název
Improving Teacher Feedback During Action Research Projects
Autoři
ŠVAŘÍČEK, Roman (203 Česká republika, garant, domácí)
Vydání
Symposium on dialogic teaching, Brno, 13. 10. 2014, 2014
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50300 5.3 Education
Stát vydavatele
Česká republika
Utajení
není předmětem státního či obchodního tajemství
Kód RIV
RIV/00216224:14210/14:00074281
Organizační jednotka
Filozofická fakulta
Klíčová slova anglicky
feedback; action research
Štítky
Změněno: 22. 3. 2015 21:01, Mgr. Vendula Hromádková
Anotace
V originále
Empirical research on educational communication has been since the 1970s invariably showing that communication in normal lessons hardly ever deviates from the routine IRF script – i.e. stays within the boundaries of the sequence teacher's initiation, students' response, and teacher's follow up. Teacher's initiations are formed by questions that are plentiful and mostly closed-ended, which means that there is a predefined answer that is viewed as correct and the students' task is to find this answer. At the same time, teacher's questions can be characterized by low cognitive demandingness; they typically require the students to show that they remember previously presented subject matter. In line with the nature of teacher's questions, students' responses are short and succinct (often one-word); most often this involves only an enumeration of memorized facts. Teacher's feedback is laconic; usually a mere statement as to whether the student's response was correct or not. There is usually no expansion of the student's response or provision of a new clue or impulse for further thought. In general, students have only very few opportunities for a more extended expression of their ideas which would require more complex thought processes.
Návaznosti
| GA13-23578S, projekt VaV |
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