incorporating the findings of a research project on the successfulness of teachers into the teacher...

Incorporating the findings of a research project on the

successfulness of teachers into the teacher of engineering program

Beatrix Fűzi, junior lecturer, PhD studentfuzi.beatrix@tmpk.uni-obuda.hu

Óbuda University Centre for Trefort Agoston Engineering Education

Popularity

AND

Efficiency

AND

General sense of

well-being

Influencing factors

1.1. Who are the successful teachers?

IndicatorsThe attitude of the

teacher toward the students

Experiences andself-reflection

Attitude of the teacher toward theteaching activity

Questionnaire

1.2. Conception of the research projectRespondents, methods and tools

Interwiew

Classroomvisits

Secondary school teachers – 31 person

General sense of well-being

The attitude of the teacher

toward the students

toward the teaching activity

Experiences and (self-) reflection

Pupils – 375 person

Popularity

Efficiency Students’ grades Students’ attitude

towards the subject

Students’ activity Time to studying

at home

2.1. The role of identification with the pupils From the results of the research to the methods of teaching/1.

Some results of the research project:• Importance to get in tune with the specific pupils/groups –

popularity among the pupils (r=0,323 p<0,05)

• Who discover many similarities between themselves and their students, are more effective. (r=0,508 p=0,006)

Aim: The teacher candidates should be able to adopt and identify with their pupils’ perspective.

Teaching methods:• Classroom situations of Harry Potter films were analysed• Educational plans for a lesson had to be adjusted to a set

of randomly received characteristics of the class and of individual pupils

2.2. The relationship between reflection and success From the results of the research to the methods of teaching/2.

Some results of the research project :• Courage to modify their activities promptly

–Pupils’ performance (r=0,46 p=0,01)–Students’ attitude to the subject (r=0,56 p<0,01)

• Reflection – flow-experience during teaching (r=0,665 p<0,01)

Aim: The teacher candidates should be able to perceive and interpret the classroom situations realistic.

Teaching methods:• The drawing up of a future image of oneself as a teacher • The teacher candidates could have access the lesson plans of

the instructor and analysed the teaching process together

2.3. The role of educational methods From the results of the research to the methods of teaching/3.

Some results of the research project :• teacher’s flow-experince – the involvement and cooperation

of pupils – (rdebate=0,4 p<0,05 és rproject=0,486 p<0,01)

• Planning the atmosphere of the lessons - useing methods building on the activities of pupils (rproject=0,526 p<0,01)

Aim: The teacher candidates should be able to select consciously from among the pedagogical experiments.

Teaching methods:• Recall experiences about the effective and ineffective educational

and pedagogical experiments of their own parents and teachers• Working out alternative plans

3.1. Survey among the students of Pedagogy and Didactics courses

A total of 25 questions, multiple-choice and open-ended

questions

1st partThe main message of the courses

Identify with the objectivesBe able to make use of subjects

2nd partCreating metaphors

3rd partChangeing the areas we

wished to develop

Questionnaire

From the 50 students, 24 filled in

More intensive identification with the objectives leads to

development also perceptible in practice in

more areas (r=0.593 p=0.002).

The majority of the respondents were able to evaluate the “use value” of

the newly acquired knowledge as practicing

teachers.

3.2. Change in attitude and activities as the effect of the courses

1. Using more differentiated methods that activate pupils (9 times mentioned)

2. Became more self-conscious and reflective (6 times mentioned)

3. Changes in approaching and managing conflicts (5 times mentioned)

4. Identifying and managing the real motivations in pupils’ behaviour(5 times mentioned)

5. Perception of learning changed, and therefore the lessons and materials are taught in different structure(4 times mentioned)

3.3. The extent of development Many felt that the change of attitudes as a result of the courses

was mostly accompanied by development in the areas of getting in tune with the pupils (p=0,008),

understanding pupils’ behaviour (p=0,0001).

Thank you for your attention

fuzi.beatrix@tmpk.uni-obuda.hu