Postupy používané učiteli ve vztahu k žákovské chybě při interakci s celou třídou
| Title in English | Practices used by teachers in relation to errors during whole class interaction |
|---|---|
| Authors | |
| Year of publication | 2018 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogická orientace |
| MU Faculty or unit | |
| Citation | |
| web | https://journals.muni.cz/pedor/article/view/10347/pdf |
| Doi | http://dx.doi.org/10.5817/PedOr2018-3-472 |
| Keywords | error; mistake; teachers’ practices; error management behaviour; dealing with errors; pedagogical communication; whole class interaction |
| Attached files | |
| Description | The goal of the research is to identify practices which are chosen by teacher because of pupils’ error. The research is focused on the practices that relate to errors made during whole class interaction. A definition of error and its development is introduced in the theoretical part. Further, the paper deals with teacher error management behaviour. The research is qualitative, and methods of observation and interviews were used. The data was collected in the ninth grade of elementary school in Czech language lessons. The result of our research is the definition of four practices which are part of dealing with errors. The first two procedures represent the way teachers react 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 termed as a prevention from error for selected pupils and a minimization of negative conception of an error. |
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