Masaryk University Journals / Časopisy Masarykovy univerzity
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Intergenerational Learning Among Teachers: An Interaction Perspective
No full textThe paper draws on the theory of learning by Knut Illeris to interpret data from qualitative research in intergenerational learning at Czech primary and lower secondary schools. It is focused on describing the forms of interaction through which intergenerational learning among teachers takes place, i.e., perception, transmission, experience, imitation, and participation. The results of the analysis are interpreted in the school context in order to show how interaction research may contribute to the analysis of intergenerational learning in a specific institution.The paper draws on the theory of learning by Knut Illeris to interpret data from qualitative research in intergenerational learning at Czech primary and lower secondary schools. It is focused on describing the forms of interaction through which intergenerational learning among teachers takes place, i.e., perception, transmission, experience, imitation, and participation. The results of the analysis are interpreted in the school context in order to show how interaction research may contribute to the analysis of intergenerational learning in a specific institution
Student participation as the focus of action research
No full textCílem této studie je analyzovat změny v participaci žáků na výukové komunikaci, k nimž došlo v důsledku zapojení učitelů do projektu akčního výzkumu zaměřeného na implementaci principů dialogického vyučování. Participace je operacionalizována jako: 1) výukový čas, který žáci vyplňují svými promluvami; 2) příležitost žáků k rozvitým promluvám; 3) triadická interakce, tedy bez prostřední komunikace mezi větším počtem aktérů, než je jeden žák a učitel. Prostřednictvím kvantitativní analýzy v příspěvku prokazujeme, že v hodinách sledovaných učitelů došlo ke zřetelnému posílení žákovské participace, a to ve všech uvedených parametrech. Následně pomocí kvalitativní analýzy identifikujeme mechanismy, které k tomuto výsledku vedou.The aim of this paper is to analyse changes in participation of students in classroom discourse which arose due to their teachers' involvement in an action research project on implementation of principles of dialogic teaching. Participation is operationalized as: (i) an amount of time during which students speak; (ii) an opportunity given to students to produce more complex utterances; (iii) a triadic interaction, which means spontaneous communication between more participants than one teacher and one student. Using quantitative analysis, we show that student participation was significantly strengthened in all of the above-mentioned parameters in the classes under observation. Finally, we use qualitative analysis to identify mechanisms that lead to this result
Research on teachers' subjective theories in the context of professional development: a review
No full textStudie přináší přehled vybraných výzkumů subjektivních teorií učitelů a identifikuje klíčové koncepty a souvislosti v jejich rámci tematizované – zejména vztah kvality subjektivních teorií učitelů, kvality výuky a profesního rozvoje učitelů. Studie se zaměřuje na výzkumy, které metodologicky navázaly na výzkumné programy zaměřené na subjektivní teorie učitelů z přelomu osmdesátých a devadesátých let dvacátého století. V některých z nich se ukazuje, že roz pory mezi myšlením a jednáním učitelů mohou být z části vysvětleny určitými psychickými fenomény, například učiteli vnímanou zátěží nebo vlastní vnímanou účinností učitelů (self-efficacy; sebeúčinností). Studie naznačuje příležitosti, ale i otázky spojené s eventuálním využitím poznatků výzkumu tohoto tématu za účelem změnu myšlení a jednání učitelů v rámci pedagogického výzkumu, profesní podpory a dalšího vzdělávání učitelů v ČR.The paper reviews research on teachers' subjective theories and identifies key concepts and relevant contexts related to this field, namely the relationship between the quality of teachers' subjective theories and the quality of education and teachers' professional development. The paper focuses on research that builds methodologically on studies carried out in the 1980s and 1990s. Some of the studies show that discrepancies between teachers' thoughts and actions can be attributed to psychological phenomena such as strain of teaching and perceived self-efficacy. The paper examines opportunities and questions related to the possible use of the findings to initiate changes in teachers' thoughts and actions as part of educational research and professional development of teachers in the Czech Republic
Learning to Swim in a Digital Ocean
No full textA BOOK REVIEWLarusson, J., & White, B. (2014). Learning Analytics: From Research to Practice. New York: Springer
The Future of Intergenerational Learning: Redefining the Focus?
No full textThis paper argues that an examination of the literature suggests that many things go by the name of intergenerational learning. It can simply mean any form of learning – formal or informal – in which one generation affects the learning of another, or it can have more focused meanings, the most current perhaps being that of directing formal and informal learning towards dealing with a global demographic context of ageing societies, and therefore of the possibility of utilizing the talents of both young and old in helping each other. Yet two questions arise: are all the possible relationships within an intergenerational context utilized, and why should intergenerational learning not be used for a number of other major global and societal changes? This paper argues that the number of possible relationships involved in intergenerational learning could be expanded, and that more future-focused forms would also lead to the incorporation of other, more widely globalized issues as part of its pedagogic canvas
Intergenerational Learning in Contemporary Europe
No full textBOOK REVIEWSchmidt-Hertha, B., Jelenc Krašovec S. & Formosa, M. (Eds). (2014) Learning Across Generations in Europe: Contemporary Issues in Older Adult Education. Rotterdam: Sense Publishers