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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 ECER 2018: Inclusion and Exclusion, Resources for Educational Research? 2018.
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Original name Critical Incidents in Clasess: How Do Teachers Deal with Them in Relation to Their Need for Cognitive Closure?
Name in Czech Kritické situace ve třídě: Jak je učitelé řeší ve vztahu ke své potřebě kognitivní uzavřenosti
Authors ŠKARKOVÁ, Lucie, Kateřina VLČKOVÁ and Kateřina LOJDOVÁ.
Edition ECER 2018: Inclusion and Exclusion, Resources for Educational Research? 2018.
Other information
Original language English
Type of outcome Presentations at conferences
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
Organization Pedagogická fakulta - Repository
Keywords (in Czech) kritické situace; potřeba kognitivní uzavřenosti; učitelé
Keywords in English critical incidents; need for cognitive closure; teachers; lower secondary education
Links GA16-02177S, research and development project.
Changed by Changed by: RNDr. Daniel Jakubík, učo 139797. Changed: 22. 3. 2019 00:56.
Abstract
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.
Abstract (in Czech)
Příspěvek se zabývá kritickými situacemi při řízení třídy na základní škole a odpovídá na otázku, jak učitelé tyto situace řeší ve vazbě na svou potřebu kognitivní uzavřenosti.
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33586 /1 Jakubík, D. 22. 3. 2019

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ECER2018.pdf   File version 22. 3. 2019

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  • a concrete person Mgr. Lucie Vařechová, uco 106253
  • a concrete person RNDr. Daniel Jakubík, uco 139797
  • a concrete person Mgr. Jolana Surýnková, uco 220973
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