Naďa Vondrová

Oborové didaktiky: vývoj – stav – perspektivy

Oborove didaktiky jsou vědnimi disciplinami zaměřenými na oborově specifickou dimenzi vyucovani a uceni ve skole i mimo ni. Jejich agenda saha od vymezovani a zdůvodňovani cilů oboroveho vyucovani a uceni přes výběr, legitimizaci a didaktickou transformaci obsahů až k metodicke strukturaci ucebnich procesů. Problemem ceskeho skolstvi je, že oborove didaktiky u nas nebyly po dlouhou dobu s naležitými naroky systematicky pěstovany. Přesto se rozvinuly do podoby relativně svebytných vědnich disciplin, jak o tom svědci tato kniha. Jejim cilem je podat pohled na vývoj a stav oborových didaktik v Ceske republice a naznacit perspektivy jejich dalsiho směřovani.

The Effect of a Video-Based Intervention on the Knowledge-Based Reasoning of Future Mathematics Teachers

The article focuses on the professional vision of pre-service mathematics teachers. Drawing on literature about its development in video-based interventions, the article focuses on the effect of a video-based intervention on pre-service teachers’ (n = 32) knowledge-based reasoning as a component of professional vision. The intervention had features compatible with situated cognition learning theory. The participants’ knowledge-based reasoning was tracked in participants’ written reflections on mathematics lessons shown on video before and after the intervention. An important feature of the intervention lies in balancing the videos to avoid the learning effect and a possible influence of the video content. The study showed a decrease in subjective judgments and negative comments about the lessons; however, there was a decrease rather than increase in higher-level interpretations. Possible reasons for this are discussed against results of similar intervention studies. Implications for teacher education are given.