Orbis Scholae最新文献_第3页

Editorial 编辑

Orbis Scholae Pub Date : 2023-01-25 DOI: 10.14712/23363177.2023.1

Dominik Dvořák

引用次数: 0

Genetický konštruktivizmus vo svetle inštrumentálneho realizmu 工具现实主义视野下的基因建构主义

Orbis Scholae Pub Date : 2023-01-10 DOI: 10.14712/23363177.2022.17

Ladislav Kvasz

{"title":"Genetický konštruktivizmus vo svetle inštrumentálneho realizmu","authors":"Ladislav Kvasz","doi":"10.14712/23363177.2022.17","DOIUrl":"https://doi.org/10.14712/23363177.2022.17","url":null,"abstract":"Inštrumentálny realizmus sme predstavili ako epistemologickú koncepciu zameranú na analýzu zmien jazyka matematiky. Podľa tejto koncepcie je možné odlíšiť zmeny jazyka štyroch rozličných druhov. Z pohľadu inštrumentálneho realizmu je úlohou vyučovania matematiky v kognitívnom systéme žiaka navodzovať zmeny všetkých štyroch druhov. Rôzne prístupy k vyučovaniu matematiky (konštruktivizmus, realistická matematika, hermeneutický prístup, genetická metóda) sa líšia tým, aký didaktický význam prikladajú jednotlivým druhom zmien. Kvalitu určitého prístupu k vyučovaniu matematiky môžeme posudzovať aj podľa toho, ako úspešne navodzuje v mysli žiaka zmeny každého z uvedených druhov. Vychádzame z predpokladu, že kognitívne zmeny, ktoré učiteľ pri vyučovaní matematiky navodzuje v mysli žiaka, sú svojou povahou príbuzné s kognitívnymi zmenami, ku ktorým došlo v mysliach matematikov, ktorí pojmy, postupy a poznatky, ktoré žiakov dnes učíme, objavovali. Ak je tento predpoklad správny, umožňuje nám znalosť dejín uvedomiť si zložitosť zmien, ktoré sa učiteľ usiluje navodiť v myslení žiaka. Cieľom článku je analýza genetického konštruktivizmu z pohľadu inštrumentálneho realizmu. Chceme ukázať, že genetický konštruktivizmus obsahuje didaktické prostriedky na to, aby v mysli žiaka navodil autentické kognitívne zmeny všetkých štyroch druhov. Naša analýza je druhom epistemologickej rekonštrukcie, zameranej na konceptuálnu stavbu genetického konštruktivizmu. Preto nevypovedá o empirickom obsahu skúmanej teórie, avšak veríme, že upresnenie nášho porozumenia pistemologickej štruktúre skúmanej teórie umožní vytvoriť si jasnejšiu predstavu o parametroch, ktoré bude treba zohľadniť pri jej empirickom skúmaní.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49577040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Recording, Reporting, and Use of School Attendance Data by School Personnel in The Netherlands: Toe the Line or Take a New Path? 荷兰学校人员对出勤数据的记录、报告和使用:循规蹈矩还是另起蹊径?

Orbis Scholae Pub Date : 2022-12-19 DOI: 10.14712/23363177.2022.16

Evelyne Karel, D. Heyne, M. D. de Weerd, Rene Halberstadt

引用次数: 0

Editorial 编辑

Orbis Scholae Pub Date : 2022-12-13 DOI: 10.14712/23363177.2022.13

Manuela Schlick, M. Janík

引用次数: 0

On the Language of Student Teachers’ Professional Vision: How Do Pre-Service EFL Teachers Comment on Classroom Videos of Pupil Engagement? 论学生教师专业视野的语言:职前英语教师如何评价学生参与课堂视频?

Orbis Scholae Pub Date : 2022-12-13 DOI: 10.14712/23363177.2022.14

Miroslav Janik, E. Minarikova, Tomáš Janík, Z. Šmideková

{"title":"On the Language of Student Teachers’ Professional Vision: How Do Pre-Service EFL Teachers Comment on Classroom Videos of Pupil Engagement?","authors":"Miroslav Janik, E. Minarikova, Tomáš Janík, Z. Šmideková","doi":"10.14712/23363177.2022.14","DOIUrl":"https://doi.org/10.14712/23363177.2022.14","url":null,"abstract":"Teacher’s professional vision is a well-researched concept that highlights the importance of noticing salient issues in classroom situations and reasoning about them. This paper aimed to investigate pre-service teachers’ professional vision of pupil engagement: what student teachers notice in classroom videos regarding pupil engagement and how they verbalize it. The data was collected using interviews with classroom videos as prompts. 20 English as a foreign language pre-service teachers participated in the study. The data was analysed using qualitative content analysis and word clouds. The results suggest that pupil engagement is observed on three levels: behavioural, cognitive, and emotional, and it is seen in connection with classroom factors influencing it; the most mentioned one being teacher actions. To verbalize their noticing of pupil engagement, student teachers used wors and phrases that describe engagement directly (such as “participate”, “enjoy”, “respond”) or indirectly, for example through descriptions of actions (“raising hands”) or suggestions of cognitive involvement with the content (“know” or “remember”). Understanding how student teachers talk about pupil engagement can help us tease out important points in discussions during teacher education programmes and, in doing so, aid the pre-service teachers in framing their noticing and developing their professional vision.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44886817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Recording, Reporting, and Utilizing School Attendance Data in Sweden, Finland, Denmark, and Norway: A Nordic Comparison 记录、报告和利用瑞典、芬兰、丹麦和挪威的学校出勤数据:北欧比较

Orbis Scholae Pub Date : 2022-11-10 DOI: 10.14712/23363177.2022.12

M. Sandhaug, Iines Palmu, Sarah Jakobsen, J. Strömbeck, Maren-Johanne Nordby, Peter Friberg, Jenny Berg, Lotte Fensbo, Jenny Sjöström, Mikael Thastum

{"title":"Recording, Reporting, and Utilizing School Attendance Data in Sweden, Finland, Denmark, and Norway: A Nordic Comparison","authors":"M. Sandhaug, Iines Palmu, Sarah Jakobsen, J. Strömbeck, Maren-Johanne Nordby, Peter Friberg, Jenny Berg, Lotte Fensbo, Jenny Sjöström, Mikael Thastum","doi":"10.14712/23363177.2022.12","DOIUrl":"https://doi.org/10.14712/23363177.2022.12","url":null,"abstract":"The compulsory educational context and school systems within the Nordic countries Sweden, Finland, Denmark, and Norway share fundamental similarities, facilitating comparison across these countries. In this study, we describe and compare existing practices of recording, reporting, and utilizing school attendance data in four countries. In Sweden, Finland, and Norway there is a lack of national guidelines and agreements of how to record, report, and use school attendance data. Municipal autonomy has led to a variety of recording and reporting practices, which then lead to lack of comparable data and wider use of the data gathered. Denmark has a national registry of attendance data, and schools are required to report the data to municipal level. There are more specific guidelines regarding recording and reporting in Denmark compared to Sweden, Finland, and Norway. Problems with school non-attendance are well recognized in the North, but ways of recording and responding to absenteeism are still versatile. This leads to inconsistencies both within and between the countries. Due to variations of the way attendance is recorded, the quality of the national registry of data in Denmark can be questioned. A unified approach to inform research and practice to include formalized definitions of school absence in the Nordic Education Acts are suggested. It requires schools to record and report attendance data within a national register and finding a reliable way to differentiate problematic from non-problematic absenteeism.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45119377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Professional Teacher Language: Its Contexts, Functions, and Potential to Further Teachers’ Professionalism 教师专业语言:语境、功能和促进教师专业的潜力

Orbis Scholae Pub Date : 2022-11-01 DOI: 10.14712/23363177.2022.11

Manuela Schlick

{"title":"Professional Teacher Language: Its Contexts, Functions, and Potential to Further Teachers’ Professionalism","authors":"Manuela Schlick","doi":"10.14712/23363177.2022.11","DOIUrl":"https://doi.org/10.14712/23363177.2022.11","url":null,"abstract":"Much attention has been dedicated to the professional development of teachers and how their professional knowledge base is formed in teacher education, but little attention has been paid to the surface level of such measures, that is the professional language used and developed within teacher education. The first part of this article presents a definition of professional teacher language and provides overviews for its contexts and functions in order to conceptualise its role for teachers’ professional development and its potential for teacher education. To further illustrate this potential, a cognitive-linguistic perspective is applied to discuss the relationship of practical teacher knowledge and its verbalisation. This touches on the fundamental question of what proportion and aspects of teachers’ professional knowledge base can be made explicit through language and how language can help to form this knowledge base. The second part contextualises and discusses results from an empirical qualitative study of practitioner teachers’ discussing their practice in a professional learning group. This illustrates one methodological approach to exploring how practitioners verbalise their decision making in practice within professional discourse in a professional learning community.","PeriodicalId":38228,"journal":{"name":"Orbis Scholae","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45460428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Analysis of the Recording, Reporting, and Use of School Attendance Data in Australia 澳大利亚学校出勤数据的记录、报告和使用分析

Orbis Scholae Pub Date : 2022-10-31 DOI: 10.14712/23363177.2022.10

Matthew Oliver White

引用次数: 0

Síťování škol: Případová studie Anglie 学校网络：英国案例研究

Orbis Scholae Pub Date : 2022-09-15 DOI: 10.14712/23363177.2022.9

Daniel Pražák, Dominik Dvořák

引用次数: 0

The Nature of Reflective Communication Within Video Clubs: What Matters? 视频俱乐部内部反思性沟通的本质:什么重要?

Orbis Scholae Pub Date : 2022-09-07 DOI: 10.14712/23363177.2022.8

Klára Uličná

引用次数: 0