| Research Title |
EMERGENCE OF COGNITIVE DISSONANCE
BY ANOTHER TEACHERS’ CLASSROOM VIDEO
|
| Date of Distribution |
26 July 2016 |
| Conference |
| Title of the Conference |
13th International Congress on Mathematical Education |
| Organiser |
The International Commission on Mathematical Instruction |
| Conference Place |
University of Hamburg |
| Province/State |
Hamburg |
| Conference Date |
26 July 2016 |
| To |
31 July 2016 |
| Proceeding Paper |
| Volume |
- |
| Issue |
- |
| Page |
- |
| Editors/edition/publisher |
Gabriele Kaiser/Springer |
| Abstract |
According to cognitive dissonance theory (Festinger, 1957), there is a tendency for individuals to seek consistency among their cognitions. When the inconsistency emerged, we will be motived to reduce it. When there is an inconsistency between attitudes or behaviors, something must change to eliminate the dissonance.
For classroom teaching, when teachers observed another teachers’ classroom, finding some inconsistencies in teaching and trying to reduce are important. This paper was aim to explored how cognitive dissonance emerge by observing another’s classroom teaching video. The targets is teachers participated in Thai Lesson Study context lower than 2 years. Data collecting by interviewing teachers after observed another classroom teaching video. Results revealed that cognitive dissonance emerged when they observed teaching that was different from what they have taught.
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| Author |
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| Peer Review Status |
มีผู้ประเมินอิสระ |
| Level of Conference |
นานาชาติ |
| Type of Proceeding |
Abstract |
| Type of Presentation |
Poster |
| Part of thesis |
true |
| Presentation awarding |
false |
| Attach file |
|
| Citation |
0
|
|
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Publication
Journal Publication
ไทย