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@proceedings{33586, author = {Škarková, Lucie and Vlčková, Kateřina and Lojdová, Kateřina}, booktitle = {ECER 2018: Inclusion and Exclusion, Resources for Educational Research?}, keywords = {critical incidents; need for cognitive closure; teachers; lower secondary education}, language = {eng}, title = {Critical Incidents in Clasess: How Do Teachers Deal with Them in Relation to Their Need for Cognitive Closure?}, year = {2018} }
TY - CONF ID - 33586 AU - Škarková, Lucie - Vlčková, Kateřina - Lojdová, Kateřina PY - 2018 TI - Critical Incidents in Clasess: How Do Teachers Deal with Them in Relation to Their Need for Cognitive Closure? KW - critical incidents KW - need for cognitive closure KW - teachers KW - lower secondary education N2 - amp; Van Hiel, 2011; Czech version Širůček, 2014). NfCS consists of 15 items with six-point Likert type ratings measuring five sub-scales: desire for predictability, preference of order and structure, discomfort with ambiguity, decisiveness, and close-mindedness. The sample consists of six experienced teachers in six lower secondary comprehensive classes in six different schools (ISCED 2A) in the Czech Republic. From each teacher we videotaped (teacher camera, student camera) six lessons taught in subjects of Czech Language, Civics or History, conducted an interview, and administered the NfCS questionnaire. Need for cognitive closure (NfC) affects teache rs’ behaviour in critical incidents and perception of critical incidents in their professional growth. We describe three types of teachers: with low, middle, and high NfC and show their behaviour in critical incidents and their perception of critical incidents. The findings can be beneficial in further teacher education in European countries, because teachers are exposed to similar situations within this context. The paper emphasises importance of critical incidents in professional development and explains how they are perceived according to the NfC. ER -
ŠKARKOVÁ, Lucie, Kateřina VLČKOVÁ and Kateřina LOJDOVÁ. Critical Incidents in Clasess: How Do Teachers Deal with Them in Relation to Their Need for Cognitive Closure? In \textit{ECER 2018: Inclusion and Exclusion, Resources for Educational Research?}. 2018.
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