Use of didactic terminology by teachers at various stages of professional communication

The article is based on the study that involved 115 students acquiring professional pedagogical education and 115 practicing teachers. The article describes the process of emergence of individual conceptual and terminological frameworks during various stages of professional communication, i.e. train...

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Main Authors:	Bordovskaia Nina V., Bochkina Natalia A., Koshkina Elena A.
Format:	Article
Language:	English
Published:	EDP Sciences 2016-01-01
Series:	SHS Web of Conferences
Online Access:	http://dx.doi.org/10.1051/shsconf/20162901013

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spelling	doaj-a860d792e8a74d45a08333f83f69fbc72021-03-02T10:59:37ZengEDP SciencesSHS Web of Conferences2261-24242016-01-01290101310.1051/shsconf/20162901013shsconf_eeia2016_01013Use of didactic terminology by teachers at various stages of professional communicationBordovskaia Nina V.0Bochkina Natalia A.1Koshkina Elena A.2SPSU, Personal and Professional Development Psychology and Pedagogy Department, Faculty of PsychologyUniversity of Edinburgh, the School of MathematicsNorthern (Arctic) FU named after M.V. Lomonosov (Arkhangelsk), Pedagogy Department, Institute of the Humanities, SPSU, Department of PsychologyThe article is based on the study that involved 115 students acquiring professional pedagogical education and 115 practicing teachers. The article describes the process of emergence of individual conceptual and terminological frameworks during various stages of professional communication, i.e. training and pedagogical activity. Individual frameworks of concepts have been studied through comparison of interpretations of definitions of basic didactic concepts by respondents (a total of 3487 definitions have been processed), 353 concept maps, as well as wordings of professionally significant problems in which didactic terms were used as well (a total of 400 statements have been analyzed). Factors that influence the nature of how teachers use didactic terms in various instances of professional communication have been described.http://dx.doi.org/10.1051/shsconf/20162901013
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Bordovskaia Nina V. Bochkina Natalia A. Koshkina Elena A.
spellingShingle	Bordovskaia Nina V. Bochkina Natalia A. Koshkina Elena A. Use of didactic terminology by teachers at various stages of professional communication SHS Web of Conferences
author_facet	Bordovskaia Nina V. Bochkina Natalia A. Koshkina Elena A.
author_sort	Bordovskaia Nina V.
title	Use of didactic terminology by teachers at various stages of professional communication
title_short	Use of didactic terminology by teachers at various stages of professional communication
title_full	Use of didactic terminology by teachers at various stages of professional communication
title_fullStr	Use of didactic terminology by teachers at various stages of professional communication
title_full_unstemmed	Use of didactic terminology by teachers at various stages of professional communication
title_sort	use of didactic terminology by teachers at various stages of professional communication
publisher	EDP Sciences
series	SHS Web of Conferences
issn	2261-2424
publishDate	2016-01-01
description	The article is based on the study that involved 115 students acquiring professional pedagogical education and 115 practicing teachers. The article describes the process of emergence of individual conceptual and terminological frameworks during various stages of professional communication, i.e. training and pedagogical activity. Individual frameworks of concepts have been studied through comparison of interpretations of definitions of basic didactic concepts by respondents (a total of 3487 definitions have been processed), 353 concept maps, as well as wordings of professionally significant problems in which didactic terms were used as well (a total of 400 statements have been analyzed). Factors that influence the nature of how teachers use didactic terms in various instances of professional communication have been described.
url	http://dx.doi.org/10.1051/shsconf/20162901013
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Use of didactic terminology by teachers at various stages of professional communication

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