Přesvědčení budoucích učitelů německého jazyka o sebehodnocení studentů

Roč.32,č.4(2022)

Abstrakt

Cílem studie je prozkoumat přesvědčení rakouských a českých budoucích učitelů německého jazyka ohledně sebehodnocení studentů. V první části studie
jsou diskutována empirická zjištění a principy týkající se sebehodnocení, a také přesvědčení učitelů. Dále je prezentována metodologie sběru a analýzy dat. Výsledky
ukazují, že jen málo učitelů zažilo sebehodnocení, když byli sami studenty, a ještě méně jich využilo sebehodnocení v rámci vlastní praxe. Většina respondentů
má teoretické znalosti sebehodnocení. Při analýze výroků budoucích učitelů z hlediska „growth mindset“ (= sebehodnocení jako dovednost, které se lze naučit)
a „fixed mindset“ (= sebehodnoticí dovednosti jsou osvojitelné jen velmi reflektivně založenými jedinci) se ukázalo, že 28,1 % budoucích učitelů lze zařadit ke „growth
mindset“ a 18,8 % k „fixed mindset“ (43,8 % nešlo zařadit a 9,4 % bylo možné zařadit k oběma). Z didaktického hlediska je žádoucí, aby učitelé vnímali sebehodnocení jak o osvojitelné skrze vhodný trénink.


Klíčová slova:
sebehodnocení studentů; přesvědčení učitelů; autoregulované učení; němčina jako cizí jazyk; němčina jako druhý jazyk
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