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ICT - Systém asistované podpory pro řešení problémů učitele
Údaje o názvu ICT - Systém asistované podpory pro řešení problémů učitele [rukopis] / Yang Lei Další variantní názvy ICT - Systém asistované podpory pro řešení problémů učitele Osobní jméno Lei, Yang, (autor diplomové práce nebo disertace) Překl.náz ICT-Asisted Support System for Teacher's Problem Solving Vyd.údaje 2020 Fyz.popis pp189 : tab. + 1CD Poznámka Ved. práce Hana Marešová Oponent Lenka Haburajová-Ilavská Oponent Štefan Chudý Dal.odpovědnost Marešová, Hana, 1972- (školitel) Haburajová-Ilavská, Lenka (oponent) Chudý, Štefan, 1978- (oponent) Dal.odpovědnost Univerzita Palackého. Katedra pedagogiky s celoškolskou působností (udelovatel akademické hodnosti) Klíč.slova teacher's problem solving * support system * ELT * ICT * teacher's problem solving * support system * ELT * ICT Forma, žánr disertace dissertations MDT (043.3) Země vyd. Česko Jazyk dok. angličtina Druh dok. PUBLIKAČNÍ ČINNOST Titul Ph.D. Studijní program Doktorský Studijní program Education Studijní obor Education kniha
Kvalifikační práce Staženo Velikost datum zpřístupnění 00269689-191537865.pdf 12 1.8 MB 07.07.2020 Posudek Typ posudku 00269689-opon-617119023.pdf Posudek oponenta Průběh obhajoby datum zadání datum odevzdání datum obhajoby přidělená hodnocení typ hodnocení 00269689-prubeh-847046912.pdf 28.08.2015 07.07.2020 10.09.2020 S 2 Ostatní přílohy Velikost Popis 00269689-other-106826098.pdf 117.3 KB 00269689-other-930698125.pdf 238.6 KB 00269689-other-368373180.pdf 582.3 KB
Teachers have to confront various problems in practice. Solving these problems is very important because they are related to teacher outcomes, professional develo- pment, and teacher well-being. Research on TPS (teacher?s problem solving) is under the infl uence of MPS (mathematical problem solving), CPS (cognitive problem solving) and SPS (social problem solving). Earlier researches have investigated the problems encountered by teachers. Bnd it remains unknown how teachers defi ne a situation as a problem, select a problem as their target, and attach meaning to their problem solving. Earlier researches borrowed the idea that problem solving was a higher order thinking skill and focused on the assessment and training of teacher?s problem-solving skills. Teacher?s problem-solving skills were often found to be low. But teachers were unable to report the actual skills they used in the process of solving diff erent kinds of problems. Some researchers believe that the lack of support for teachers is another reason that makes teacher?s problem solving diffi cult. Diff erent approaches have been developed to support teacher?s problem solving. But all of these approaches have limitations and teacher?s initiative, needs, and choices in support seeking are often ignored. And it remains unknown how teachers seek support for their problem solving. In this research, the pragmatic paradigm and mixed research methods were adopted to answer these questions. A descriptive and bottom-up approach was used by taking a teacher perspective and a holistic view and stressing the individual and situational diff erences between particular problems. Maximum variation samples were selected from three sample schools and one-month-long chat log entries were selected from a teacher?s chat group. Data collected by narrative interview, semi-structured interview and chat log analysis were combined and compared for narrative, thematic, text and descriptive analysis. Th e results revealed that the participants were facing a variety of problems which could be categorized by their primary problem-solving goal. And learning problems were assumed to be most important to them. Th e participants distinguished problems from quasi problems after a three-step process of problem defi nition. Th ey used 13 diff erent kindsof strategies separately or combined for problem solving. Th e fi ve-step process could take place with or without careful planning. Reviewing the success and failure of the participant?s problem-solving attempts, 22 implications were found for teacher?s problem solving. Th ere were many factors aff ecting participant?s strategy selection and use. Th e factors could cause diffi culties for teacher?s problem solving. And the participants had established an ICT-assisted support system to deal with the diffi culties. Th e support system consisted of problems, goals, diffi culties, needs, channels and supports. Based on the analysis of participant?s support seeking, fi ve principles were suggested for building such a system. And there were 16 style indicators that could describe the diff erences between teacher?s problem defi nition, problem solving and support seeking.Teachers have to confront various problems in practice. Solving these problems is very important because they are related to teacher outcomes, professional develo- pment, and teacher well-being. Research on TPS (teacher?s problem solving) is under the infl uence of MPS (mathematical problem solving), CPS (cognitive problem solving) and SPS (social problem solving). Earlier researches have investigated the problems encountered by teachers. Bnd it remains unknown how teachers defi ne a situation as a problem, select a problem as their target, and attach meaning to their problem solving. Earlier researches borrowed the idea that problem solving was a higher order thinking skill and focused on the assessment and training of teacher?s problem-solving skills. Teacher?s problem-solving skills were often found to be low. But teachers were unable to report the actual skills they used in the process of solving diff erent kinds of problems. Some researchers believe that the lack of support for teachers is another reason that makes teacher?s problem solving diffi cult. Diff erent approaches have been developed to support teacher?s problem solving. But all of these approaches have limitations and teacher?s initiative, needs, and choices in support seeking are often ignored. And it remains unknown how teachers seek support for their problem solving. In this research, the pragmatic paradigm and mixed research methods were adopted to answer these questions. A descriptive and bottom-up approach was used by taking a teacher perspective and a holistic view and stressing the individual and situational diff erences between particular problems. Maximum variation samples were selected from three sample schools and one-month-long chat log entries were selected from a teacher?s chat group. Data collected by narrative interview, semi-structured interview and chat log analysis were combined and compared for narrative, thematic, text and descriptive analysis. Th e results revealed that the participants were facing a variety of problems which could be categorized by their primary problem-solving goal. And learning problems were assumed to be most important to them. Th e participants distinguished problems from quasi problems after a three-step process of problem defi nition. Th ey used 13 diff erent kindsof strategies separately or combined for problem solving. Th e fi ve-step process could take place with or without careful planning. Reviewing the success and failure of the participant?s problem-solving attempts, 22 implications were found for teacher?s problem solving. Th ere were many factors aff ecting participant?s strategy selection and use. Th e factors could cause diffi culties for teacher?s problem solving. And the participants had established an ICT-assisted support system to deal with the diffi culties. Th e support system consisted of problems, goals, diffi culties, needs, channels and supports. Based on the analysis of participant?s support seeking, fi ve principles were suggested for building such a system. And there were 16 style indicators that could describe the diff erences between teacher?s problem defi nition, problem solving and support seeking.
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