beliefs

  • Teacher Trainees’ Beliefs Concerning Efficient Teaching and Learning – Pedagogical Spaces in Focus

    Author: Sántha Kálmán
    Institution: University of Pannonia
    Year of publication: 2019
    Source: Show
    Pages: 17-29
    DOI Address: https://doi.org/10.15804/tner.2019.55.1.01
    PDF: tner/201901/tner5501.pdf

    The paper focuses on discovering the relationships between pedagogical architecture and classroom didactics. It is looking for an answer to the question what beliefs teacher trainees have about pedagogical spaces, what connections they see between efficient learning and the organisation of pedagogical spaces, and how they would organise space during their own teaching practice. During the study, two methods were used: unstructured reflective diaries (N=29) and fuzzy-set Qualitative Comparative Analysis (fsQCA). The key point of fsQCA data analysis was the conversion of qualitative data into fuzzy sets. This process was done in several steps. Results shed light on the functional space model of the school, and highlighted the significance of individual, social, learning, and private spaces. The complex space representation of the students showed the school architecture, the inner world of the institution, forms, colours, and the unity of objects and internal space. All this has an effect on methodological culture as non-classical space organisation facilitates the use of new generation methods.

  • Using Unstructured Cognitive Maps to Analyse the Reflective Thinking of Teachers: Results of Qualitative Research

    Author: Kálmán Sántha
    Institution: Kodolányi János University
    Year of publication: 2020
    Source: Show
    Pages: 151-164
    DOI Address: https://doi.org/10.15804/tner.20.60.2.12
    PDF: tner/202002/tner6012.pdf

    In recent years, discourse in education sciences has focussed on the study of the reflective thinking of teachers. Researchers, however, do not agree on how the reflective thinking of teachers can be measured. This qualitative study looks for an answer to the question whether a cognitive map is suitable for the discovery of teachers’ reflections. The study analyses the reflections of a secondary school teacher of mathematics using an unstructured cognitive map. The sample was selected on the basis of availability. The analysis of the map was done deductively, in a concept-driven way, on the basis of the number of contacts (edges) and concepts, central, peripheral and isolated concepts and their degrees, and the levels of the map. The teacher involved was recorded commenting on the process of map-making, which was then transferred to writing. The text corpus was then analysed inductively, in a data-driven way. The results show that the teacher interpreted his own activity - which depends on pedagogical knowledge, beliefs and pedagogical situations - in a complex manner. The filter function of beliefs can be observed when the teacher’s activities and thinking did not match because some internal and external factors. The data from the map contributed to analysis of reflections and the analysis of the map added new elements to existing techniques.

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