2019
Practices used by teachers in relation to errors during whole class interaction
MAJCÍK, MartinBasic information
Original name
Practices used by teachers in relation to errors during whole class interaction
Authors
MAJCÍK, Martin (203 Czech Republic, guarantor, belonging to the institution)
Edition
EARLI Conference, Aachen, 12.-16.8.2019, 2019
Other information
Language
English
Type of outcome
Presentations at conferences
Field of Study
50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher
Germany
Confidentiality degree
is not subject to a state or trade secret
RIV identification code
RIV/00216224:14210/19:00108052
Organization unit
Faculty of Arts
Keywords in English
class interaction; errors; teacher's reaction
Tags
Changed: 19/3/2020 10:57, Mgr. Zuzana Matulíková
Abstract
V originále
The goal of the research is to identify practices which are chosen by a teacher in relation to students’ errors. The research is focused on the practices that relate to errors made during the whole-class interaction. The research is qualitative, and methods of observation and interviews were used. The data was collected in ninth class of elementary school in the Czech language. Twenty-four lessons were observed from four classes and there were four interviews with teachers from these classrooms. The result of the research is the identification of four practices which are part of dealing with errors. The first two procedures represent the way of teacher's reaction to error. They are characterized as an adaptive reaction to error and a relativization of the wrong answer. The other two teachers' procedures influence the meaning of error in the social environment of the classroom. They are named as a prevention from error for selected students and a minimization of a negative conception of an error.
Links
| GA17-03643S, research and development project |
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