Publication at Faculty of Education |
2017
Abstract
The study explores how future primary school teachers (n = 23) at the end of their master studies notice moments in a global citizenship lesson deemed important by experts and looks into their knowledge-based reasoning. A reflective task was given to the students and their written observation about the videoed social studies lesson was compared against the expert analysis of the lesson. 22 students commented on at least one important moment, students' comments about these moments had subjective evaluation nature as often as were theoretically justified.
A moment of an activity when pupils discover reasons and consequences of waste of food was mostly theoretically justified.