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Beatrix Fűzi , junior lecturer, PhD student fuzi.beatrix@tmpk.uni-obuda.hu Óbuda University

Incorporating the findings of a research project on the successfulness of teachers into the teacher of engineering program. Beatrix Fűzi , junior lecturer, PhD student fuzi.beatrix@tmpk.uni-obuda.hu Óbuda University Centre for Trefort Agoston Engineering Education.

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Beatrix Fűzi , junior lecturer, PhD student fuzi.beatrix@tmpk.uni-obuda.hu Óbuda University

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  1. Incorporating the findings of a research project on the successfulness of teachers into the teacher of engineering program Beatrix Fűzi, junior lecturer, PhD student fuzi.beatrix@tmpk.uni-obuda.hu Óbuda University Centre for Trefort Agoston Engineering Education

  2. 1.1. Who are the successful teachers? Influencing factors Indicators The attitude of the teacher toward the students Experiences and self-reflection Popularity AND Efficiency AND General sense of well-being Attitude of the teacher toward the teaching activity

  3. Secondary school teachers – 31 person General sense of well-being The attitude of theteacher toward the students toward the teaching activity Experiences and (self-) reflection Pupils – 375 person Popularity Efficiency Students’ grades Students’ attitude towards the subject Students’ activity Time to studying at home Questionnaire Classroom visits Interwiew 1.2. Conception of the research projectRespondents, methods and tools

  4. 2.1. The role of identification with the pupilsFrom the results of the research to the methods of teaching/1. • Some results of the research project: • Importance to get in tune with the specific pupils/groups – • popularity among the pupils (r=0,323 p<0,05) • Who discover many similarities between themselves • and their students, are more effective.(r=0,508 p=0,006) Aim: The teacher candidates should be able to adopt and identify with their pupils’ perspective. • Teaching methods: • Classroom situations of Harry Potter films were analysed • Educational plans for a lesson had to be adjusted to a set • ofrandomly received characteristics of the class and • of individual pupils

  5. 2.2. The relationship between reflection and successFrom the results of the research to the methods of teaching/2. • Some results of the research project : • Courage to modify their activities promptly • Pupils’ performance (r=0,46 p=0,01) • Students’ attitude to the subject (r=0,56 p<0,01) • Reflection – flow-experience during teaching (r=0,665 p<0,01) Aim: The teacher candidates should be able to perceive and interpret the classroom situations realistic. • Teaching methods: • The drawing up of a future image of oneself as a teacher • The teacher candidates could have access the lesson plansof • the instructor and analysed the teaching process together

  6. 2.3. The role of educational methodsFrom the results of the research to the methods of teaching/3. • Some results of the research project : • teacher’s flow-experince – theinvolvement and cooperation • of pupils – (rdebate=0,4 p<0,05 és rproject=0,486 p<0,01) • Planning the atmosphere of the lessons - useing methods building • on theactivities of pupils (rproject=0,526 p<0,01) Aim: The teacher candidates should be able to select consciously from among the pedagogical experiments. • Teaching methods: • Recall experiences about the effective and ineffective educational • and pedagogical experiments of their own parents and teachers • Working out alternative plans

  7. 3.1. Survey among the students of Pedagogy and Didactics courses Questionnaire The majority of the respondents were able to evaluate the “use value” of the newly acquired knowledge as practicing teachers. A total of 25 questions, multiple-choice and open-ended questions 1st part The main message of the courses Identify with the objectives Be able to make use of subjects 2nd part Creating metaphors 3rd part Changeing the areas we wished to develop More intensive identification with the objectives leads to development also perceptible in practice in more areas (r=0.593 p=0.002). From the 50 students, 24 filled in

  8. 3.2. Change in attitude and activities as the effect of the courses • Using more differentiated methods • that activate pupils(9 times mentioned) • Became more self-conscious and • reflective(6 times mentioned) • Changes in approaching and • managing conflicts(5 times mentioned) • Identifying and managing the real • motivations in pupils’ behaviour • (5 times mentioned) • Perception of learning changed, and • therefore the lessons and materials • are taught in different structure • (4 times mentioned)

  9. 3.3. The extent of development Many felt that the change of attitudes as a result of the courses was mostly accompanied by development in the areas of getting in tune with the pupils (p=0,008), understanding pupils’ behaviour (p=0,0001).

  10. Thank you for your attention fuzi.beatrix@tmpk.uni-obuda.hu

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