Didactic competencies of teachers from the learner’s viewpoint

Zuljan, Milena Valenčić; Peklaj, Cirila; Pečjak, Sonja; Puklek, Melita; Kalin, Jana

doi:10.1080/03055698.2011.567028

Cited by 13 publications

(7 citation statements)

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“…Neumerski meant that descriptions about how teachers can lead a variety of teaching situations are not as well defined as equivalent descriptions for principals. For example, Zuljan, Peklaj, Pečjak, Puklek, and Kalin (2012) argued that it is more difficult to find instructions for teachers who wish to comply with the curriculum's objective to motivate pupils to "discuss, share opinions and evaluations and present arguments" (p. 60) than for teachers who use traditional instruction.…”

Section: Content Level Of Analysismentioning

confidence: 99%

Teachers‘ Leadership in the Didactic Room: A Systematic Literature Review of International Research

Augustsson

Boström

2016

ADNO

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SammanfattningDenna studie fördjupar kunskapen i tidigare forskning om ledarskap i det didaktiska rummet, dvs. inramningen av aktuell undervisningssituation oavsett plats. Syftet var att (a) identifiera och klassificera mönster och trender om lärares ledarskap i det didaktiska rummet 1980-2013, (b) jämföra och diskutera resultaten, och (c) peka ut en framtida forskningsinriktning. Metoden är en systematisk litteraturöversikt (SLR) med en kvantitativ och kvalitativ innehållsanalys. Resultaten visar att hälften av forskningen utfördes under 2006-2013. Resultaten visar också att lärarnas ledarskap är ett västerländskt fenomen som blivit alltmer relevant under senare tid. Dessutom finns det två frågor som kan kopplas till detta ledarskap: oklara gränser mellan olika typer av ledarskap och en sammanblandning av lärares personlighet och ledarstil. Detta understryker förekomsten av kontextuella och situerade didaktiska strategier samt flexibla ledarstilar i det didaktiska rummet. Studien visar förvisso på medvetenheten om olika didaktiska aspekter, men det saknas forskningsdesigner som införlivar den didaktiska komplexiteten.Nyckelord: didaktik; didaktiskt ledarskap; litteraturgranskning; lärares ledarskapAbstractThis study deepens our knowledge about research on leadership in the didactic room, i.e., the framing of the current teaching situation, regardless of its location. The objective was to (a) identify and classify patterns and trends concerning teachers’ leadership in the didactic room from 1980 to 2013, (b) compare and discuss the findings, and (c) point to a future research agenda. The method is a systematic literature review (SLR) with a quantitative and qualitative content analysis. The results revealed that half of the research on this topic was performed from 2006 to 2013. The results also show that teachers’ leadership appears to be a Western phenomenon that is becoming increasingly relevant in our time. Two issues could be linked to this leadership: the unclear boundaries between different types of leadership and confusion about teachers’ personalities and leadership styles. This underlines the importance of contextual and situated didactic strategies and flexible leadership styles in the didactic room. Even if this study shows that an awareness of different didactic aspects exists concerning teachers’ leadership, a comprehensive approach to designing studies that incorporate the didactic complexities is lacking.Keywords: didactic, didactic leadership, literature review, teachers’ leadership

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Section: Content Level Of Analysismentioning

confidence: 99%

Teachers‘ Leadership in the Didactic Room: A Systematic Literature Review of International Research

Augustsson

Boström

2016

ADNO

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“…3) There are many problems with project development and these works contribute and bring resources to our course (E2. 4) In line with the idea provided by focus groups, Zuljan 15 states that PBL requires continuous planning of the activities, requiring constant interactions between faculty in charge of different fronts, so that they occur in a sequenced and integrated way. In addition, Garcia and Silva 16 mention that academic planning must be combined with adequate infrastructure, for the effective development of activities.…”

Section: Academic Planningmentioning

confidence: 98%

Competências pedagógicas docentes sob a percepção de alunos de medicina de universidade da Amazônia brasileira

Belfor

Sena

Silva

et al. 2018

Ciênc. saúde coletiva

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“…Various studies confirm the importance of a quality classroom environment for student learning and of education quality for student motivation, positive attitudes towards learning and teaching, and student self-esteem (Arisoy et. al., 2007;Chionh and Fraser, 2009;Fraser, 2012;Good and Brophy, 2003;Mucherah, 2008;Pečjak et al, 2009;Valenčič Zuljan et al, 2012;Valenčič Zuljan, 2016;Vujičić et. al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Student-Centred Instruction in Science and Technology: a Model of Factors at Organizational and Individual Levels

Papak

Zuljan

2021

REI

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To achieve the goals of modern science and technology teaching, it is vital to organize student-centred instruction (SCI). The organization of SCI requires the teacher’s ability to organize cognitively challenging teaching in a stimulating environment. The fundamental purpose of the study was to determine whether the teacher’s organization of SCI was related to factors at the school level (organizational context) and factors at the individual level (individual context). We designed a model comprising four sets of factors. The results show a statistically significant correlation between SCI and all four sets of factors.

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Didactic competencies of teachers from the learner’s viewpoint

Cited by 13 publications

References 1 publication

Teachers‘ Leadership in the Didactic Room: A Systematic Literature Review of International Research

Teachers‘ Leadership in the Didactic Room: A Systematic Literature Review of International Research

Competências pedagógicas docentes sob a percepção de alunos de medicina de universidade da Amazônia brasileira

Student-Centred Instruction in Science and Technology: a Model of Factors at Organizational and Individual Levels

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