Vzory ve školce: Didaktické znalosti týkající se obsahu a žáků a související přesvědčení

Abstrakt

Studie se šedesáti učiteli mateřské školy v Izraeli zkoumá dva aspekty, které mohou ovlivnit výuku „vzorů: Didaktické znalosti týkající se obsahu a žáků (konkrétně co je pro žáky jednoduché a co je obtížné a jaké jsou typické chyby) a učitelovo vnímání vlastní zdatnosti (self-efficacy). Tyto aspekty jsou analyzovány prostřednictvím dvou typů vzorů – opakující se vzor a rostoucí vzor, a porovnáním dvou skupin učitelů – začátečníci a zkušení učitelé. Výsledky týkající se opakujícího se vzoru ukazují, že učitelé mají povědomí o typických chybách žáků. Mají ovšem jen částečnou znalost toho, co je pro děti jednoduché a co obtížné. Mají tendenci výkon dětí podceňovat. Co se týče rostoucího vzoru, učitelé mají částečné znalosti typických chyb i toho, co je pro děti jednoduché a co obtížné. Mají tendenci výkon dětí přeceňovat. Co se týče učitelské zkušenosti, začátečníci mají menší důvěru ve vlastní zdatnost a menší znalosti. Výsledky mají důsledky pro vzdělávání učitelů zejména u začátečníků.

https://doi.org/10.14712/18047106.1543
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