|
|
Teaching styles of lower-secondary and higher-secondary school teachers of the English language
Harazimová, Kateřina ; Starý, Karel (advisor) ; Greger, David (referee)
This thesis deals primarily with teaching styles - a topic that has not been greatly discussed in Czech pedagogical literature so far. Based on both Czech and foreign sources, this paper identifies and describes in detail various aspects of teaching styles and presents several approaches to study them. Moreover, it puts the above-mentioned topic in a context of other related concepts, such as teaching method, teachers' beliefs etc. It provides an overview of several teaching styles typologies designed by mostly American authors. The empirical part introduces an original research based on both quantitative and qualitative approach. It presents a detailed study of six selected teachers of the English language and based on their responses identifies certain aspects of different teaching styles. The thesis also reveals some of their views and opinions of their profession.
|
|
|
The Factors Influencing the Usage of Modem Technologies in Teaching Mathematics
Havelková, Veronika
The aim of this thesis is to explore the factors influencing the usage of modern technologies in teaching Mathematics. Modern technologies have been gradually earning their place in Czech schooling for a while now, but they are not always used in the way we might expect. To address such a question, upon consulting various literary sources, this thesis presents a model of factors which influence the usage of technologies in teaching Mathematics and aims to answer the following questions. What factors influence the intended usage of technologies in teaching Mathematics? How do these factors influence the intended usage of technologies in teaching Mathematics? What are the differences between the intended usage and the real usage and what factors influence them? How do these factors influence the real usage in teaching Mathematics? The individual factors have been further explored by a multiple-case study of three Czech Mathematics teachers during their teaching and subsequential interviews. It was the form of a multiple-case study which allowed for deeper observation of the mutual relationships between the individual factors in teachers with very different approaches to teaching and modern technologies. The differences between the considered cases then provided an insight into what could help...
|
|
|
The Factors Influencing the Usage of Modern Technologies in Teaching Mathematics
Havelková, Veronika ; Jančařík, Antonín (advisor) ; Robová, Jarmila (referee) ; Slavíčková, Mária (referee)
The aim of this thesis is to explore the factors influencing the usage of modern technologies in teaching Mathematics. Modern technologies have been gradually earning their place in Czech schooling for a while now, but they are not always used in the way we might expect. To address such a question, upon consulting various literary sources, this thesis presents a model of factors which influence the usage of technologies in teaching Mathematics and aims to answer the following questions. What factors influence the intended usage of technologies in teaching Mathematics? How do these factors influence the intended usage of technologies in teaching Mathematics? What are the differences between the intended usage and the real usage and what factors influence them? How do these factors influence the real usage in teaching Mathematics? The individual factors have been further explored by a multiple-case study of three Czech Mathematics teachers during their teaching and subsequential interviews. It was the form of a multiple-case study which allowed for deeper observation of the mutual relationships between the individual factors in teachers with very different approaches to teaching and modern technologies. The differences between the considered cases then provided an insight into what could help...
|
|
|
Argumentation in mathematics teachers' beliefs and practices in the context of the Czech Republic
Žalská, Jana ; Vondrová, Naďa (advisor) ; Hejný, Milan (referee) ; Kaenders, Rainer (referee)
I aim to describe how teachers' beliefs and practices influence the way mathematical argumentation is conducted in lower secondary mathematics classroom within the Czech curricular context. I present results of two studies: the first one characterises the Czech curricular context, namely, the national curricular document and aspects of justification of mathematical statements in selected series of mathematics textbooks. The second study reports on characteristics of teachers' beliefs and practices as related to argumentation on an example of six purposefully selected teachers, via interviews and observations of their lessons. Finally, I select three teachers with differing approaches to teaching and describe specific observed instances in their practices in relation to classroom norms regarding argumentation, justification of general mathematical truths, and aspects of arguments. I show how teachers' beliefs, a textbook and pupils may influence the observed arguments. The studies show that a teachers' emphasis on efficiency (fulfilling school curriculum demands) on one hand and on sense-making on the other lead to distinct implemented curricula. The curricular context and teachers' practice analysis suggest that justification of general truths is generally seen as important but without clear cognitive aims...
|
|
|
Teaching styles of lower-secondary and higher-secondary school teachers of the English language
Harazimová, Kateřina ; Starý, Karel (advisor) ; Greger, David (referee)
This thesis deals primarily with teaching styles - a topic that has not been greatly discussed in Czech pedagogical literature so far. Based on both Czech and foreign sources, this paper identifies and describes in detail various aspects of teaching styles and presents several approaches to study them. Moreover, it puts the above-mentioned topic in a context of other related concepts, such as teaching method, teachers' beliefs etc. It provides an overview of several teaching styles typologies designed by mostly American authors. The empirical part introduces an original research based on both quantitative and qualitative approach. It presents a detailed study of six selected teachers of the English language and based on their responses identifies certain aspects of different teaching styles. The thesis also reveals some of their views and opinions of their profession.
|
guest ::
