Přehled o publikaci
2018
Interventions of mentor teachers during student teacher’s lessons: Relation to their need for cognitive closure
VLČKOVÁ, Kateřina; Kateřina LOJDOVÁ and Jan MAREŠBasic information
Original name
Interventions of mentor teachers during student teacher’s lessons: Relation to their need for cognitive closure
Authors
VLČKOVÁ, Kateřina (203 Czech Republic, guarantor, belonging to the institution); Kateřina LOJDOVÁ (203 Czech Republic, belonging to the institution) and Jan MAREŠ (203 Czech Republic, belonging to the institution)
Edition
EARLI SIG 11 Conference 2018, 2018
Other information
Language
English
Type of outcome
Konferenční abstrakta
Country of publisher
Czech Republic
Confidentiality degree
is not subject to a state or trade secret
RIV identification code
RIV/00216224:14410/18:00100883
Organization
Pedagogická fakulta – Repository – Repository
Keywords (in Czech)
potřeba kognitivní uzavřenosti; mentoring studentů učitelství; nižší sekundární vzdělávání
Keywords in English
need for cognitive closure; student teacher’s mentoring; lower secondary education
Links
GA16-02177S, research and development project.
Changed: 5/9/2020 14:11, RNDr. Daniel Jakubík
Abstract
V originále
amp; Van Hiel, 2011; Czech version Širůček, 2014) consisting of 15 items with 6-point Likert scale measuring 5 sub-scales: desire for predictability, preference of order and structure, discomfort with ambiguity, decisiveness, and close-mindedness. The sample consists of 6 MTs and 6 STs in 6 lower secondary comprehensive classes in 6 schools (ISCED 2A) in the Czech Republic. From each MT/ST we videotaped (teacher and student camera) 6 lessons taught in Civics, Czech or History; conducted an interview, and administered NfCS. STs wrote electronic reflective diaries about their teaching practice. Findings: NfC is related with MTs perception of critical situations in STs’ lessons and with when and how MTs intervene. We describe three types of MTs/STs: with low, middle, high NFC and show MTs interventions during STs’ lessons and STs’/pupils’ responses to them. The findings can be beneficial in MT/ST education in European countries as MTs/STs are exposed to similar conditions. The findings emphasise the role of MT and ST co-operation in ST/MT professional development.
