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

• Authors: Sántha Kálmán

Abstracts

EN

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.

Keywords

EN

beliefs; pedagogical spaces; Qualitative Comparative Analysis; teacher training

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2019
• Volume: 55
• Pages: 17-29

Dates

published

2019

Contributors

author

Sántha Kálmán

• University of Pannonia

References

• Basurto, X., & Speer, J. (2012). Structuring the Calibration of Qualitative Data as Sets for Qualitative Comparative Analysis (QCA). Field Methods, 24 (2), 155–174.
• Baumgartner, P., & Welte, H. (2009). Lernen lehren, lehren lernen (Teaching to learn, learning to teach). In: Meixner, J., & Müller, K. (Hrsg.), Konstruktivistische Schulpraxis: Beispiele für den Unterricht (Constructivist School Practice: Examples for Practice). (pp. 275–278). Weinheim und Basel: Beltz Verlag.
• Castells, M. (2003). The Rise of the Network Society. Malden: Blackwell.
• Cisneros Puebla, C.A., & Davidson, J. (2012). Qualitative Computing and Qualitative Research: Addressing the Challenges of Technology and Globalization. Forum Qualitative Sozialforschung / Forum of Qualitative Social Research 13 (2), Retrieved 13/11/2018, from http://nbn-resolving.de/urn:nbn:de:0114-fqs1202285.
• Cooper, B. & Glaesser, J. (2016). Exploring the robustness of set theoretic findings from a large n fsQCA: an illustration from the sociology of education. International Journal of Social Research Methodology, 19 (4), 445–459. Retrieved 06/02/2019, from http://dx.doi.org/10.1080/13645579.2015.1033799.
• Goodchild, M., Anselin, L., Appelbaum, R., & Harthorn, B. (2000). Towards spatially integrated social science. International Regional Science Rewiew, 23, 139–159.
• Greckhamer, T., Misangyi, F.V., & Fiss, C.P. (2013). The two QCAs: From a small-N to a large-N set Theoretic Approach. In: Peer, C.F., Cambré, B., & Marx, A. (Eds.), Configurational Theory and Methods in Organisational Research. Research in the Sociology of Organisations (pp. 49–75). Bingley: Emerald Group Publishing Limited.
• Hercz, M., & Sántha, K. (2010). How Pedagogy and Architecture Meets in Pedagogical Spaces. Eruditio – Educatio, 5 (3–4), 111–124.
• Jelich, F.J., & Kemnitz, H. (2003, Hrsg.): Die pädagogische Gestaltung des Raumes (Forming spaces for pedagogical purposes). Bad Heilbrunn: Verlag Klinkhardt.
• Lefebvre, H. (2006). Die Produktion des Raumes (The production of space). In: Dünne, J., & Güzel, S. (Hrsg): Raumtheorie, Grundlagentexte aus Philosophie und Kulturwis¬senschaften (Theories of spaces, basic principles on philosophy and cultural sciences). (pp. 330–343). Frankfurt am Main: Suhrkamp Verlag.
• Legewie, N. (2013). An Introduction to Applied Data Analysis with Qualitative Comparative Analysis (QCA). Forum Qualitative Sozialforschung / Forum of Qualitative Social Research, 14 (3), Retrieved 13/12/2013, from http://nbn-resolving.de/urn:nbn:de:0114-fqs1303154.
• Levin, A., & Meyer-Siever, K. (2018). Entwicklung der reflexionskompetenz im rahmen eines fächerübergreifenden e-portfolios (Improving competences in a cross-curricular e-portfolio). In: Hoffmeinster, T. (Hrsg.), Magazin für lehre und studium an der Universität Bremen (Resonanz. Educational and scientific journal of the University of Bremen). (pp. 24–31). Bremen: Universität Bremen.
• Mayring, P. (2003). Qualitative Inhaltsanalyse. Grundlagen und Techniken (Qualitative content analysis. Basic procedures and techniques). Weinheim-Basel: Beltz Verlag.
• Ragin, C. (2000). Fuzzy-set social science. Chicago: The University of Chicago Press.
• Richardson, V. (1996). The Role of Attitudes and Beliefs in Learning to Teach. In: Sikula, J. (Eds.), Handbook of Research on Teacher Education. (pp. 102–119). New York: MacMillan.
• Rihoux, B., Ragin, C., Yamasaki, S., & Bol, D. (2009). Conclusion – The Way (s) Ahead. In: Rihoux, B., & Ragin, C. (Eds.), Configurational Comparative Methods. Qualitative Comparative Analysis (QCA) and Related Techniques. (pp. 167–177). London: Sage.
• Schneider, C.O., & Wagemann, C. (2007). Qualitative Comparative Analysis (QCA) und Fuzzy Sets. Opladen, Farmington Hills: Verlag Barbara Budrich.
• Thiem, A., & Duşa, A. (2013). QCA: A Package for Qualitative Comparative Analysis. The R Journal, 5 (1), 87–97., Retrieved 26/1/2014, from http://journal.r-project.org/archive/2013–1/thiem-dusa.pdf.
• Tynjälä, P. (1998). Writing as a tool for constructive learning: Students learning experiences during an experiment. Higher Education, 36 (2), 209–230.
• Verd, J.M., & Porcel, S. (2012). An Application of Qualitative Geographic Information System (GIS) in the Field of Urban Sociology Using ATLAS.ti: Uses and Reflections. Forum Qualitative Sozialforschung / Forum of Qualitative Social Research, 13 (2), Retrieved 1/6/2012, from http://nbn-resolving.de/urn:nbn:de:0114-fqs1202144.

Identifiers

DOI

10.15804/tner.2019.55.1.01

Biblioteka Nauki

1967817