| Abstract [eng] |
With constant changes in the learning process, the teacher must possess the appropriate competences to adapt and modify educational innovations as well as study methods according to their users – students – at the same time not departing from the aim of the study program and the study subject (module) results. The dissertation aims to find answers to the problem questions: What are the peculiarities of teachers’ activities in adapting innovative study methods? How does the adaptation of an innovative study method affect other elements of the pedagogical system of the module? The research is based on the study of multiple cases – the peculiarities of teacher activity from the cases of three innovative study methods (case, problem-based and design thinking methods) are analyzed. The research data has been collected by using the methods of document analysis (ISM descriptions were analyzed together with documents introducing them, Moodle environments and subject (module) description forms) and semi-structured interviews (with teachers adapting ISM). Scientific literature analysis and empirical research allows to highlight the key stages of the ISM adaption process and teacher activities while adapting ISM: the theoretical model of ISMA is expanded with more detailed components that emerged in the course of this research. Depending on the established teacher activities during ISM adaptation, on the grounds of literature review and empirical research, four teacher activity strategies are outlined: complete, fragmented, trial, interrupted adaptation variation. |
