REASONS FOR FAILURES IN TEACHERS’ EXPLANATIONS. A STUDY ON SOME CASES. TERESA GRANGE – VALLE D’AOSTA UNIVERSITY (ITALY) A professional teacher plans, realizes and analyses his teaching action according to conceptually well grounded and ethically oriented choices. Now in a phenomenological approach to the construction of a teacher’s professional identity, both the identity- elements (the specialist learning and the educational intentionality in the interest of a student) are subjectively screened through the conception about the way a student learns and through the concerning size of the range of hypothesis that a teacher can theorize on helping or blocking the learning process. Explanations about success or failures ( not necessarily specular) carry out a forerunner function as regards the teaching settings that’ll be prepared in order to get over difficulties and to promote learning processes. The possibility of solving a problem depends above all on the capacity of defining it through fitting and pertinent terms in the area of a certain conceptual paradigm: the acknowledgement of the variables at stake and the targeting of their mutual connections allow to formulate action-perspectives; so the way teachers read their students’ difficulties influences the educational procedure, from which the interest of exploring the implicit models or the coherence of the explicit ones, which a teacher refers to for the diagnosis of failure. Starting from the results of two studies carried out in Primary Schools in the region of Valle d’Aosta (I) , it’ll be highlighted some significant connections exiting among teachers’ theories of the mind, causal attributions of the failure and planning of the formative interventions. I’ll be particularly discussed about the interactions between variables, such as the controllability and stability of the causes (Weiner, 1985), the incremental or identity-theories of abilities or of personality (Nicholls, 1978, Dweck,1983), the conception of the targets of the school (Stipek,1984, Dweck, 1989), the contextualization or the generalization of the failure (Brophy, 1981) as regards teacher’s elaboration referred to the meaning of their own students’ difficulties.
Reasons for failure in teacher's explanations: a case study
GRANGE SERGI T.
2005-01-01
Abstract
REASONS FOR FAILURES IN TEACHERS’ EXPLANATIONS. A STUDY ON SOME CASES. TERESA GRANGE – VALLE D’AOSTA UNIVERSITY (ITALY) A professional teacher plans, realizes and analyses his teaching action according to conceptually well grounded and ethically oriented choices. Now in a phenomenological approach to the construction of a teacher’s professional identity, both the identity- elements (the specialist learning and the educational intentionality in the interest of a student) are subjectively screened through the conception about the way a student learns and through the concerning size of the range of hypothesis that a teacher can theorize on helping or blocking the learning process. Explanations about success or failures ( not necessarily specular) carry out a forerunner function as regards the teaching settings that’ll be prepared in order to get over difficulties and to promote learning processes. The possibility of solving a problem depends above all on the capacity of defining it through fitting and pertinent terms in the area of a certain conceptual paradigm: the acknowledgement of the variables at stake and the targeting of their mutual connections allow to formulate action-perspectives; so the way teachers read their students’ difficulties influences the educational procedure, from which the interest of exploring the implicit models or the coherence of the explicit ones, which a teacher refers to for the diagnosis of failure. Starting from the results of two studies carried out in Primary Schools in the region of Valle d’Aosta (I) , it’ll be highlighted some significant connections exiting among teachers’ theories of the mind, causal attributions of the failure and planning of the formative interventions. I’ll be particularly discussed about the interactions between variables, such as the controllability and stability of the causes (Weiner, 1985), the incremental or identity-theories of abilities or of personality (Nicholls, 1978, Dweck,1983), the conception of the targets of the school (Stipek,1984, Dweck, 1989), the contextualization or the generalization of the failure (Brophy, 1981) as regards teacher’s elaboration referred to the meaning of their own students’ difficulties.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
