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Pedagogická interakce a komunikace pohledem kategoriálního systému

100%
Svatoš T.
Studia paedagogica
|
2011
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issue 1
175-190
XX
Educational interaction and communication are classic topics of educational research. The first serious initiations are associated with the 1960s and researchers who focused on the microanalysis of school communication (e.g. the methods of Bellack, Flanders and Taber; in the Czech context, works by Mareš, Gavora, Tollingerová, Průcha and others). At the time of their origin, these usually represented very laborious quantitative perspectives on educational interaction and communication, all of them based on models of mass education. Although both the “school itself” and the research methodolog y have changed since then, these studies are still viewed as inspirational for the research projects of today. The author describes a modified method of FIAS which is applicable for research in teacher-to-pupil communication under conditions current in Czech primary and lower secondary schools. It follows the familiar categorical system of N. A. Flanders but uses different categories of activities and applies computer software.
2
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Příležitosti k rozvíjení interkulturní komunikační kompetence v kontextu řečových dovedností: IVŠV videostudie anglického jazyka

67%
Zerzová J., Šebestová S.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 3
394–422
EN
The empirical study deals with the topic of teaching intercultural communicative competence (ICC) and its integration with the development of language skills in Czech lower-secondary English classes. The aim of the study is to investigate which language skills pupils use when developing their ICC and what their proportion is. The introductory part and the second part of the study introducing its theoretical background and terminology is followed by methodological part (chapter 3) describing the sample (79 English lessons of 25 teachers videotaped in the 7th and 8th grades of Czech lower-secondary classes in three regions within the IRSE Video Study of English project), the way of processing the data (recording, transcription, coding), the research questions and two systems of categories (a system for analyzing teaching ICC and language skills), that were used for analyses of the videotaped lessons. The findings show that developing the ICC may be characterized by employing receptive skills, whereas the occurrence of productive skills seems rather low. The development of the ICC in English lessons is limited to focusing on the cognitive level with almost no attention paid to the behavioral and affective aspects.
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