Practices used by teachers in relation to errors during whole class interaction

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Publikace nespadá pod Pedagogickou fakultu, ale pod Filozofickou fakultu. Oficiální stránka publikace je na webu muni.cz.
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MAJCÍK Martin

Rok publikování 2019
Druh Další prezentace na konferencích
Fakulta / Pracoviště MU

Filozofická fakulta

Citace
Popis 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.
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