Secondly, it examines the views of Greek teachers about what they think to be “risk in teaching process’.
📌 3 Key Takeaways
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Objective & Hypothesis:In every aspect of everyday teaching process, the teacher is called to make decisions which determine the achievement of predetermined objectives.
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Key Findings & Data:Since teaching is a dynamic process in which every action can alter the expected outcome, any decision involves small or large “risk” rate.
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Conclusion & Impact:Secondly, it examines the views of Greek teachers about what they think to be “risk in teaching process’.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:didactic risk · risk in teaching process · teaching design
Abstract
In every aspect of everyday teaching process, the teacher is called to make decisions which determine the achievement of predetermined objectives. Every such decisions shall be taken considering a number of preconditions, as a part of a rational approach. Since teaching is a dynamic process in which every action can alter the expected outcome, any decision involves small or large “risk” rate. The current survey firstly tries to give a theoretical context of “didactic risk” based both on data from other scientific fields and on assumptions about planning the teaching procedure. Secondly, it examines the views of Greek teachers about what they think to be “risk in teaching process’.
ZAGKOTAS, V., FYKARİS, İ. (2017). The “risk in teaching process” or the “didactic risk”: Views of the Greek teachers. International Journal of Social Sciences and Education Research, Cilt: 3 - Sayı: 4, 1068–1081. https://ajindex.com/articles/414776
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